Glenn Domain's Red Dot Card 1 - 100 (A4)

Doman gives an overview of all his academic programs – reading, Math, and encyclopedic knowledge.  The first program you should start your child with is the reading program because the ability to read is the window to all other knowledge.  Once you have established the reading program, you should begin incorporating the Math program next.

The first part is quantity recognition.  Doman believes that a child’s first exposure to numbers should be to quantities, not numerals.  Numbers like 1, 2, 3, etc. are numerals – they are symbols representing quantity.  Young children can perceive quantities in ways adults cannot.  For example, they can perceive that a card with 59 dots has 59 dots just by looking at it.  For us to know that the card has 59 dots, we would have to count them.  This ability to perceive quantity exists in children who are younger than three years old.  Once a child hits three, he is no longer able to perceive quantity – at least, that’s the general case.  There have been older children who were still able to perceive quantity at a later age, but this is an exception, not the rule.

You can start teaching quantity recognition by using red dot cards.  These seem to be the staple flashcards for many right brain Math programs.  Teaching equations, problem solving, etc., all require the use of red dot cards.  If your child is three years or older when you first begin the Math program, then you probably should consider using numerals to teach math.  Older children cannot perceive quantity and may tune out to the whole Math program – at least, that’s what I’ve been made to understand.  I’m still figuring this part out since Gavin is in that boat.

If your child is on the borderline, about 3 years old, you can try showing the red dot cards to see how well he or she takes to it and play accordingly.  

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