Here are a few of the more common questions.
If you have other questions that are not answered here feel free to reach out to us by clicking here.
What is Teaching From Infancy?
Teaching From Infancy (TFI) is a digital book series that will aid you in teaching your child a second or third language along with literacy and social skills.
What do I need to use the TFI books?
To view this book, you must have an iPad with iBooks 2 or later and iOS 5 or later, or an iPhone with iOS 8.4 or later, or a Mac with OS X 10.9 or later.
At what age should I start using these books with my child?
We suggest starting as soon as possible. The age range is 6 months and up. It’s never to early to start! This is an activity that will strengthen family bonds by promoting communication.
Your videos only show children and parents using these books. Can I use them too?
If you are trying to learn a new language then yes, of course you can use these books. TFI are made for beginners of any age. It’s never to late to start!
Do children like Teaching From Infancy?
Yes, TFI has been tested for thousands of hours with children. We’ve taken advice and input from parents, nannies and doulas and implemented their suggestions. See our Case Studies. If you would like to share the progress of your little munchkins using our books you can send a short video to email@example.com
In the subject line please write:
Progress video ATTN: R&D
Please also include the name and age of your child and the length of time your child has been using the book.
Are you going to launch more books?
Absolutely. We have a lot in the works. Send your ideas to DP@bellamadre.com
Education, Life Skills and Health
Will introducing a second language confuse my child?
This is a common misconception. Not only will they not get confused, their enhanced language skills will boost their test scores higher than monolingual children in school.
Here is what Neuroscientist Ellen Bialystok had to say:
“As we did our research, you could see there was a big difference in the way monolingual and bilingual children processed language. We found that if you gave 5- and 6-year-olds language problems to solve, monolingual and bilingual children knew, pretty much, the same amount of language. But on one question, there was a difference. We asked all the children if a certain illogical sentence was grammatically correct: “Apples grow on noses.” The monolingual children couldn’t answer. They’d say, “That’s silly” and they’d stall. But the bilingual children would say, in their own words, “It’s silly, but it’s grammatically correct.” The bilinguals, we found, manifested a cognitive system with the ability to attend to important information and ignore the less important.”
Does Bilingualism help with multitasking?
“Yes. There’s a system in your brain, the executive control system. It’s a general manager. Its job is to keep you focused on what is relevant, while ignoring distractions. It’s what makes it possible for you to hold two different things in your mind at one time and switch between them. If you have two languages and you use them regularly, the way the brain’s networks work is that every time you speak, both languages pop up and the executive control system has to sort through everything and attend to what’s relevant in the moment. Therefore the bilinguals use that system more, and it’s that regular use that makes that system more efficient. Multitasking is one of the things the executive control system handles.”
Does Bilingualism help forestall the symptoms of Alzheimer’s disease?
By teaching your child a second language you can also be helping your child’s health later in life, according to Neuroscientist Ellen Bialystok.
“Two kinds of studies were done. In the first, published in 2004, we found that normally aging bilinguals had better cognitive functioning than normally aging monolinguals. Bilingual older adults performed better than monolingual older adults on executive control tasks. That was very impressive because it didn’t have to be that way. It could have turned out that everybody just lost function equally as they got older. That evidence made us look at people who didn’t have normal cognitive function. In our next studies , we looked at the medical records of 400 Alzheimer’s patients. On average, the bilinguals showed Alzheimer’s symptoms five or six years later than those who spoke only one language. This didn’t mean that the bilinguals didn’t have Alzheimer’s. It meant that as the disease took root in their brains, they were able to continue functioning at a higher level. They could cope with the disease for longer”