XALAPEﾃ前 EDUCATIONAL INSTITUTE
School located in the town of Xalapa, where the Tomatis Method have been successfully applied these four past years.
KINDERGARTEN
In kindergarten, the evaluation is visual, and we notice that pupils who receive auditory stimulation are more organized, they better assimilate the work done in class, improving their knowledge.
After working for three years with kindergarten pupils who received auditory stimulation, we evaluate the results when they enter their first primary education year. The population of the groups to evaluate is composed of children who received stimulation for three years, two years, one year, and of new pupils.
The groups are composed as follows: Group
A B C
3 years of stimulation
3 5 3
2 years of stimulation
8 3 5
1 year of stimulation
2 6 3
New pupils TOTAL Pupils
13 12 15
26 26 26
The group with the higher mark is the one that counts the most stimulated pupils and the less new pupils
If we form a group with some pupils who received stimulation, and another one with only new pupils, we obtain the following groups: GROUPE
A B
Avec stimulation Nouveaux élèves
Nb d’élèves
38 40
Pupils who received auditory stimulation obtained the higher marks
Legend: con estim = with stimulation nuevo ingreso = new pupils
If we take the group of the pupils who received the auditory stimulation, and that we separate them according to the number of years of stimulation received, we would obtain the three following groups:
Group A B C
3 years of stimulation 2 years of stimulation 1 year of stimulation
Nb of pupils 11 16 11
The more auditory stimulation kindergarten pupils receive, the better their integration in primary education is
PRIMARY EDUCATION The following results are those of the groups of 3rd and 4th primary education grade
3rd primary education grade The 2 groups of 3rd primary education have been stimulated during all their school cycle. The Method effects have been evaluated by comparing the results of the final marks: one group (group A) had its examination before beginning their auditory stimulation, the other one (group B) had its examination during the auditory stimulation.
AVERAGE MARKS
BEGINNING
END
BEGINNING DEBUT
END
BEGINNING DEBUT
END
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END
DEBUT BEGINNING
END
3rd primary education grade Group A did not receive auditory stimulation during its school cycle, it was composed of regular pupils without neither school nor behaviour major problems. Group B did receive auditory stimulation during its school cycle, it was composed of pupils with school and/or behaviour problems.
AVERAGE MARKS
BEGINNING DEBUT
END
BEGINNING DEBUT
END
BEGINNING DEBUT
END
BEGINNING DEBUT
END
BEGINNING DEBUT
END