LEC's approach focuses on children making progress and improvement in their learning each year as they grow older. A child's learning ability must keep pace with the level of their peers to be able to complete the curriculum for the grade they are capable of learning. However, some children are slower. In our classroom, there are children born in September last year, and others born in July or August this year, their abilities may differ by one entire year. Even a small difference in ability has a huge impact on a child, not to mention those who develop more slowly, those who are late bloomers, or those who are "slow to learn"—their starting points are completely different.
However, current educational philosophies lack concrete methods to help these children slow learners. Teachers still use outdated thinking, believing that children's poor learning is caused by "lack of concentration," "lack of interest," "lack of confidence," "unwillingness to learn," etc. But no one ever considers that if these children can do today's homework two or three years later, is it because they are more "focused" then? Of course not; it's because their abilities have grown.
Conversely, if we improve a child's "learning ability" by one or two years, surpassing their classmates, wouldn't their learning be easier? This concept of enhancing intelligence was studied in cognitive psychology in the 1970s, but no concrete results were found later.
In Liu Education (LEC), we have practiced in this field for nearly fifty years, teaching children the "learning ability" that must grow every year.
