Shadowing Practice: How play helps a kid’s brain grow - Jesse Ilhardt - Learn English Speaking with Video
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15 years ago, I walked into a classroom as a first -year preschool teacher.
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Ambitious and eager to impress, I created this Excel document to track the things I thought mattered most for my students.
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Letters, numbers, shapes, and colors.
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Looking back though, I wish Instead, I had leveraged the power of brain building interactive play.
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The back and forth interactions, the serve and return, the alternating comments,
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questions, gestures between children and adults when they play together, that's what helps build neural connections in the child's brain.
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And in particular, they build the brain's prefrontal cortex, the part that manages emotions,
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solves problems, makes plans, all things that children have to do when they play.
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The research community's support of play is so resounding, I would expect to see children in nearly every household, every preschool and kindergarten classroom,
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playing for most of their waking hours.
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But that's far from reality.
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So what's going on?
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Our best intentions are getting in the way.
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Our hyper focus on our children and our students' success is backfiring,
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and it's exacerbated by two forces I see impacting the large majority of parents and teachers.
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First, the need for immediate gratification and quick results.
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We often revert to fact -based teaching because we see pretty immediate results that affirm our efforts.
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Whereas we can't see the connections in the child's brain
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that fire when they finally get that wobbly black tower to stay standing.
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The immediate result of something like our child learning a new letter, it gives us this dopamine rush.
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We subconsciously begin to prioritize that type of teaching.
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The second force I see negatively impacting play -based learning is that we, as grown -ups, parents and teachers,
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just don't always like hearing that play -based learning might require some of us because that means it will take time,
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energy, and skills that we don't think we have.
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But not only is it worth our time, it can be done in really small doses.
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So take this simple example of bath time.
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If I'm a busy mom who has a few extra dollars to spend, I might pop my kiddo into the tub.
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Remember that buying bath toys has been on my never -ending mental to -do list for weeks.
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So I whip out my phone and I use
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that five minutes to go over to Amazon and buy the top -rated bath toys.
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And you know what would be way better than scrolling Amazon and even better than those bath toys?
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Three things that I can almost guarantee you have in your home.
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Measuring cups, kitchen sponges, and you.
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Because a couple of household materials dropped into the bathtub and this mundane routine becomes fun, energizing bonding time.
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And bonus, instead of the toy telling your child how to play, your child's brain has to do the heavy lifting.
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And that's that superfood for the brain.
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Over the past 10 years coaching parents, I have heard over and over again that parents don't feel good enough at their job at parenting.
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When it comes to our children's learning though, we don't have to be the perfect Etsy parent or the perfect Pinterest teacher.
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We have to prioritize interactions and be okay with them being imperfect.
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It may seem silly to admit that we don't feel good at playing with our kids, but as adults it's not always intuitive.
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Sure, most of us played a lot when we were little.
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We'd tie the blankets around our neck and bound around the house like superheroes, but as we grew up that type of play wasn't encouraged anymore.
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A couple of months ago my colleague
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and I were leading a workshop for parents and teachers
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and we brought materials like shaving cream and plastic straws
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and buttons and pipe cleaners and just ask the parents and teachers to play to create.
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Everyone froze then slowly but surely people started to create
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and by the end of the session their faces were lighting
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up as they shared their creations with the rest of the group.
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It It reminded me that as adults we have to let go of our expectation that we get it right.
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You have the power to have an enormous impact on their brain development.
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You are helping build the network of neural connections that lay the foundation for all of their future learning.
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Education is the ultimate idea worth spreading.
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That's why we've launched Innovate TED, a program that helps educators develop their brightest ideas and share them with the world.
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Learn more at ed .ted .com slash edtalks.
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Join the movement to amplify educator voices.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “How play helps a kid’s brain grow - Jesse Ilhardt”. Deze woorden komen het vaakst terug: parent, teacher, brain, learning, toy. Deze video bevat 56 zinnen en 774 woorden om na te spreken. Het gesproken deel duurt 5:01. De spreker praat in een natuurlijk tempo van ongeveer 154 woorden per minuut, dicht bij een alledaags gesprek. 82% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| neural bijvoeglijk naamwoord | /ˈnʊɹəl/ | neuraal |
| classroom zelfstandig naamwoord | /ˈklɑːsɹʊm/ | klaslokaal |
| amplify werkwoord | /ˈæm.plə.faɪ/ | versterken, vergroten |
| backfire werkwoord | /bækˈfaɪə(ɹ)/ | falen, averechts werken |
| bathtub zelfstandig naamwoord | /ˈbæθtʌb/ | badkuip, ligbad |
| dopamine zelfstandig naamwoord | /ˈdoʊ.pəˌmin/ | dopamine |
| exacerbate werkwoord | /ɪɡˈzæsɚˌbeɪt/ | verslechteren, verergeren |
| gratification zelfstandig naamwoord | /ˌɡɹætɪfɪˈkeɪʃən/ | gratificatie |
| imperfect bijvoeglijk naamwoord | /ɪmˈpɜː(ɹ)fɪkt/ | imperfect, onvolmaakt |
| wobbly bijvoeglijk naamwoord | /ˈwɑb(ə)li/ | wankel, mank |
| intuitive bijvoeglijk naamwoord | /ɪnˈtjuːɪtɪv/ | intuïtief |
| sponge zelfstandig naamwoord | /spʌnd͡ʒ/ | spons |
| litter zelfstandig naamwoord | /ˈlɪt.ɚ/ | strooisel |
| kindergarten zelfstandig naamwoord | /ˈkɪndəɹˌɡɑːɹt(ə)n/ | kleuterschool |
| shave werkwoord | /ˈʃeɪ̯v/ | scheren, zich scheren |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| grow up werkwoord | opgroeien |
| look back werkwoord | achterom kijken, terugkijken |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has been · have heard · we've launched |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | can be done · wasn't encouraged |
Uitspraak om op te letten
De spreker gebruikt 10 samentrekkingen en verkorte vormen, zoals don't, can't, I'm. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: gratification /ˌɡɹætɪfɪˈkeɪʃən/, shave /ˈʃeɪ̯v/, ambitious /æmˈbɪʃ.əs/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, intentions /ɪnˈtɛnʃənz/
- Lange woorden — let op de klemtoon: prioritize /pɹaɪˈɒɹ.ə.taɪz/, educator /ˈɛd͡ʒəkeɪtɚ/, exacerbate /ɪɡˈzæsɚˌbeɪt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, intuitive /ɪnˈtjuːɪtɪv/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: prioritize /pɹaɪˈɒɹ.ə.taɪz/, bathtub /ˈbæθtʌb/, energize /ˈɛnəd͡ʒaɪz/, resound /ɹəˈzaʊnd/, superfood /ˈsupɚfud/
- /æ/ — opener dan de Nederlandse “e”: amplify /ˈæm.plə.faɪ/, backfire /bækˈfaɪə(ɹ)/, bathtub /ˈbæθtʌb/, exacerbate /ɪɡˈzæsɚˌbeɪt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/
- /g/ — een harde plofklank, geen Nederlandse “g”: exacerbate /ɪɡˈzæsɚˌbeɪt/, gratification /ˌɡɹætɪfɪˈkeɪʃən/, kindergarten /ˈkɪndəɹˌɡɑːɹt(ə)n/, colleague /ˈkɒliːɡ/, eager /ˈiɡɚ/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als neural, classroom, amplify.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.