Pavel Tyulenev”s Methodology

The methodology of Pavel Tyulenev is a distinct approach to child development that has drawn notice for its cutting-edge methods. Its goal is to help kids reach their full potential by emphasizing their mental and emotional development. From an early age, this approach fosters creativity, critical thinking, and problem-solving abilities, laying the groundwork for lifelong learning.

The main goal of Tyulenev’s method is to instill a love of learning by making the process interesting and pleasurable. His teaching strategies put a strong emphasis on interactive learning, hands-on activities, and positive reinforcement, which helps kids grow in self-assurance. When this method is used, parents and educators report that their child’s ability to focus, communicate, and explore new ideas improves significantly.

This post will discuss the fundamental ideas of Tyulenev’s approach, the advantages it offers kids, and how to use it in the classroom and at home. Whether you’re a teacher looking for fresh ideas or a parent trying to encourage your child’s development, Tyulenev’s method offers insightful information that can truly help.

About the author

Pavel Tyulenev completed his studies in journalism and sociology at TSU (FOP) in 1970. He served as the executive director of the Tomsk University Philosophy Society from 1970 to 1974. He was also the associate professor e. Sagatovskaya in the society of pedagogical psychology, secretary of the formal and mathematical logic circle, and head of the sociological laboratory under Professor V. Sagatovsky.

In 1975, he completes his training at the Chemical Faculty in the specializations of Chemistry and Chemistry Lecturer, driven by his desire to address pressing petrochemical issues. Following that, he works to find solutions in order to develop and implement the Sphinx and Sirius systems, which together provide the "optimal search, production, and deep processing system," increasing the efficiency of the export of domestic oil products by a factor of more than five. However, in conjunction with the beginning of restructuring and the state plan’s liquidation, it was not possible to bring systems to life.

Following that, Pavel Tyulenev made the decision to focus solely on pedagogy rather than the mineral and raw industries because he thought that the public needed educational reforms. He is in charge of the "Promoting the Development and Education of Children" Center as of 1991. He committed his life to teaching after that.

What is "MIR" and where did it come from

The work of Boris Nikitin, who was able to demonstrate that early child development can very well occur in life, provided the catalyst for him to develop his own methodology. This was disclosed by Pavel Viktorovich in one of his publications. Offspring raised utilizing B. Nikitin’s approach demonstrated significantly superior cognitive and physical development compared to their counterparts. P. Tyulenev made the decision to go further and investigate children’s aptitudes for learning chess, music, literature, and other artistic endeavors as well as mathematics.

Through a series of investigations, he discovered that a baby can pick up reading skills prior to learning to walk. A baby’s brain uses far less energy when reading "to himself" than when they are walking. On the basis of this, Pavel Viktorovich postulated that it is possible to teach a baby to read before he speaks or walks if you use a unique teaching method to start him off on the right path from birth.

It took Pavel Tyulenev nearly two decades to create the instructional strategies he needed and to test and validate his theory. Thus, an eleven-month-old infant who was still only crawling was able to construct a word out of individual letters for the first time in December 1998.

Simultaneously, as this baby grew older and was asked when he first learned to read, he consistently responded, surprised, that he had always been able to. When it was revealed that a seven-month-old baby can already read and that the learning process just needs to be started earlier, it startled all the scientists and medical professionals working in the fields of pedagogy and psychology.

The infant continued to learn with increasing success while Pavel Tyulenev and his associates started creating their own methodology. How a child at this age will be able to demonstrate a skill without losing it and continue to develop it was the question raised. Offering the infant a typewriter and a computer made sense because he can’t speak at this age. The infant became proficient at typing, and as a result, letters from a child who was only a year old were published in "Reports from the Future."

In addition to developing the reading and writing curriculum, Pavel Viktorovich worked on other developmental strategies. He wrote and published the curriculum "At five years old – in the fifth grade" in 1992. He also wrote and published the book "Read earlier than walk" in 1995–1996.

The teaching approach that P. Tyulenev proposed for the best educational systems in 1995 was known as the Method of Intellectual Development, or MIR. It was a unique branch of the science of intellect. His instructional strategies can function fully independently of conventional education and are geared toward parents and educators. A toddler can learn to read with the aid of MIR, and an adult can pursue multiple higher education opportunities or become a candidate in science after defending a dissertation by the time they are eighteen years old.

Pavel Tyulenev will discuss his approach and the outcomes that can be attained with it in the upcoming video.

The Pavel Tyulenev Methodology is a novel approach to early childhood education that emphasizes play and hands-on activities to foster a child’s creativity, problem-solving abilities, and emotional intelligence. The approach helps children develop into independent thinkers by encouraging them to investigate the world in a fun and natural way. In order to create a loving environment where learning is enjoyable and meaningful, parents actively participate in the process.

Features

• It is necessary to start training from the first days of life.

According to Pavel Viktorovich, educators and medical professionals who discuss the negative effects of early childhood activities on children are unable to provide the conditions needed for a baby’s development. Contrary to popular belief, babies can develop considerably more quickly. Ultimately, a person’s aptitudes are established during the initial two years of their existence. At that point, intelligence increases by over 80%. A baby can learn to read much more easily during these years than, say, when they are five or six years old.

During the first four months of life, nature imbues a person with the capacity to actively assimilate graphic images. A child merely needs to watch during these months; he does not yet require entertainment. When he grows older and recognizes letters as one of his favorite toys, you can use this opportunity to introduce him to letters. By the time he is three or four months old, the baby can already coordinate his movements with his hands, so he will require additional toys that he can grab and handle. We will miss the opportunity to learn.

To help the baby remember the images of words, you should therefore take advantage of the opportunity and show the child images of letters, geometric shapes, etc. from the earliest days of life until three months of age, as recommended by the technique. They’ll function as a sort of constructor for him, helping him eventually put words together so he can read.

• Creation of a correct developmental environment for learning without learning.

The games, toys, and benefits that family members and friends offer a child are all part of his developing environment. The newborn develops his memory, learns to reflect, and makes his first discoveries and conclusions in this setting. This is what propels the baby’s development forward.

The importance of a growing environment for a child’s voluntary education. When used properly, there’s no need to coerce the infant into learning new things or forcing them to be trained. All adults do is present toys to the child; he makes his own decisions about which ones pique his interest and which do not. Generally speaking, kids set aside toys that are too complex or too old for them.

You won’t overburden the baby with the aid of a carefully considered developmental environment because he manages the load by doing the things that make him happy. Thus, you can teach your child to read by the time they are two years old in a calm and peaceful manner—without holding a primer in one hand and sedative drops in the other—and this is crucial.

• Reading skill is the most important.

Reading gives a child the opportunity to become familiar with the world of information, learn things on his own, and grow quickly, especially in their early years. His parents can’t provide him with the same level of knowledge that he can acquire through independent learning. For this reason, reading was one of the most significant general indicators of a child’s development that Pavel Tyulenev presented.

Features of conducting classes

One can become proficient in teaching methodology even as an adult who has little experience with pedagogy. Success stories also arise when one parent, who is preoccupied with work, begins studying with the child. By following the simplest recommendations, you only need to dedicate a few minutes at most in the morning before work and in the evening before bed. The infant will pick up new skills on its own.

P. Tyulenev separated the learning process into ten "class-worlds," each of which represents a distinct stage of a baby’s development. Each of them has its own program and set of requirements. The infant starts in the first class-world as soon as they are born, and by the time they are two years old, they will have gone through the first five class-worlds.

The first two years of life are a time of intense learning because the baby develops rapidly at this time. At the age of twelve, the child will begin the tenth and final grade, or grade-mir, and graduate at the age of eighteen. According to Pavel Viktorovich, completing the tenth grade is the equivalent of obtaining a college degree.

Those who create manuals using the P. Tyulenev method assert that using pre-prepared materials for classes is essential. It is impossible for you to make them on your own since every one of them has a unique "secret" to success.

You won’t succeed if you don’t know how to make the proper holes, replace or add pictures, and glue the manual yourself without understanding its nuances. P. Tyulenev likens this to learning physics with your own custom-made formulas.

The number of manuals you will require is not very large. For instance, the following supplies are needed to teach a child to read:

1. Developmental crib – micro school (must meet the requirements of the system).
2. Sets of cards (postcards, pictures). Methodology of game activities with them.
3. Miracle letters: universal developmental alphabet MIR and recommended game activities with it; magnetic alphabet and games offered with it.

The methodology of Pavel Tyulenev provides a distinctive perspective on child development by stressing personal development and imaginative learning. This approach assists children in developing their skills in a natural and captivating way by concentrating on their individual strengths and interests.

This approach’s versatility is one of its main advantages. It is appropriate for a range of kids and families because it can be used in different learning contexts. Without the constraints of inflexible structures, children can explore their potential thanks to the emphasis on creativity and self-expression.

In general, Pavel Tyulenev’s approach promotes a well-rounded development that fosters both mental and emotional maturation. It provides a novel viewpoint on how to mentor kids in a flexible and encouraging learning environment so they can develop into self-assured adults.

Video on the topic

Academician of the Russian Academy of Sciences Pavel Tyulenev. How to raise a gifted child?

8 months old child – knows geometric figures according to Pavel Tyulenev’s system.“WORLD OF A CHILD”

Early development of children according to Tyulenev’s method.

Pavel Tyulenev’s method “Read, count – before walking”