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Hello and Welcome

The Infant Learning Environment (ILE) Program seeks to help parents and other caregivers teach infants to simultaneously speak, read, and think. The Program can do so because it binds speaking, text, and the real world's object and events together with each and every interaction your child has with it. The aim is to give your infant and, eventually, your child a head start at successfully meeting their needs in the rapidly changing world they will eventually enter. We want them to succeed.

The Program makes the simultaneous teaching of these three language skills possible by employing advances in science and technology. The outcome of these advances is our unique computer-based simulation. The simulation is designed to take on the most difficult part of teaching: its design, development, and delivery. However, it does not replace you. It helps you focus on the most important task of parenting: building strong, positive, and lasting relationships with your offspring. You supply the love and caring, something which our simulation can't do. This second component of the Program assists you by providing a set of activities that follow the simulation's gradually expanding language content. There are three goals to this component: 1) provide fun activities where you and your infant interact; 2) bind you, your child, and the simulation closely together, and 3) connect what is learned in the simulation with the real world. Our logic is simple. If we give infants a logically organized curriculum and put them in control of it, then they will continue to seek out knowledge, ask questions about the world, and foster a strong relationship with those who are part of their life-long knowledge adventure.

The Questions We Seek to Answer

Like all social technologies designed to assist humans in working with humans, the ILE Program is a work in progress. At this time, we are looking for parents who are willing to try the program free of cost. We already know much, but with our latest version of the simulation we seek strong, definitive answers, proof if you like, that the Program can positively answer the following questions:

  • If infants start the Program at approximately three months of age, how quickly can they learn to control our computer simulation through our gradually evolving set of interfaces?
  • Will both reading and speaking emerge during infancy at a rate well beyond what most experts consider possible for speaking alone?
  • Can parents provide their infants with sufficient opportunities to learn by placing them in our simulation environment?
  • Will parents play with their infants using the supplementary activities we provide?
  • Will parents gain a sense that they are establishing strong, lasting relationships with their children?

If we can show that these five questions can be answered positively, we will seek two additional goals. First, we will carryout the research and development needed to extend the Program until children are 36 months of age (the point at which many enter preschool programs). Second, we will continue to make the program as free and open-sourced as possible.

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Our Reasons for Pursuing These Questions

  • First, in this age of change, the ability to think and communicate is vital for the life-long success of our children, families, communities, and the world at large.
  • Second, infants come ready to learn. They imitate, explore, and attempt to control their environment from their first moments. We value fostering and accelerating infants' high-powered, growth-oriented learning state.
  • Third, parents and other caregivers simply don't have the time or resources to carry out the formal and informal teaching necessary to help infants reach a much fuller potential. Caregivers need assistance, we desire to provide it.
  • Fourth, in this world of inequality, can more children be given the skills to succeed when the world is theirs? The "skills to succeed" means that these children can help radically reduce racism, war, terrorism, poverty, and the environmental hazards faced by all because of the behavior of past generations.

To our team, these as are the real economics of growth for the 21st century. We believe that our program will relieve parents of the hardest part of teaching early language skills--its systematic design, development, and delivery--and foster a future citizenry who have the skills to reduce the burdens that the world's human behavior has brought upon them.

Ask a Question

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The Two Sides of Our Program

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Our computer-based simulation is designed to do the hard work of teaching. At its core is a method that cements speaking, reading, and reality together in ways caregivers can't. By using this method in combination with the systematic buildup (i.e. patterning) of language content, our aim is to see thinking emerge along with reading and speaking, and eventually the forms of writing.

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A set of floor- and table-based activities and games that complement what takes place in the infant's simulation environment. These activities bring infants and parents together to build strong, positive relationships, extend simulation learning into everyday life, and link parents, infants, and the simulation program together.

We are ready to prove that the Program will successfully teach infants, but we need your help!

  • We Need Your Help in Three Ways

  • icon1.png A direct donation would be appreciated. Follow the link at the top right of this page.
  • icon2.png Help with programming and media production (art, animation, video), and infant-caregiver activity development. To volunteer, fill in the "Ask a Question" box above. Just type "Help with Production" and submit you name and email with a brief description of what you can help with.

  • icon3.png Help by volunteering to work on Program implementation. We need parents and/or day care centers in the Monterey Bay, California area that are willing to use the program with their infants, as well as assist in the implementation by various parents and daycare centers. (Note: We are willing to do a program implementation almost anywhere that these parents, daycares, and helpers can be found in close proximity.) Again, fill in the "Ask a Question" box above. Just type in the topic section "Help with Implementation" and submit you name and email with a brief description of what you would be willing to help with.
Our proof-of-program involves one more objective: developing data-analysis tools that begin giving us the data needed to strengthen the program's effectiveness across a widening range of infants and caregivers. At this time, we have approximately 6 to 9 months of curriculum in place and about 6 months more in development. Our goal is to keep any infant that starts the program, in the program for as long as our resources last or until a child reaches 36 months of age.
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Given data that shows that the program can successfully teach infants, we pledge to continue to develop of the program so that all those who start with it and seek to continue using it will be able to do so, as well as add infants to the extent possible given the funds available. We will populate our Audit Web page, done by an independent auditor, so it clearly displays donations and our expenses in a timely fashion.
The first question about teaching infants to simultaneously read, speak, and think was clearly stated in January of 2003. The present Program is actually our third attempt at understanding just how infants can learn to speak, read, and think simultaneously. The first showed us that parents must like the methods we give their infants to control the simulation and the way the simulation looks in the home-a surprise that expanded our minimalist eyesight and lead to stating our second question, discovering that our interfaces can be used by infants as young as two months of age.
The program summary menu at the top of the page describes, what the program consists of, our plan to prove its functionality, and the budget required to carry out our plan to show that infant can simultaneously learn to speak, read, and think. Many people have the "It can't be done." belief and many people have the "It shouldn't be done." belief. Finally, there are some who are open to the possibility. They suspend belief and have a curiosity about the elements of doing such teaching. If your belief state is "open" please read the Program Summary section of this web site.

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