有很多雅思考生苦于不知道如何积累和寻找雅思写作素材，其实素材就在身边，剑桥阅读试题就是很好的资源，读写不分家，很多剑桥阅读都是议论文，涵盖教育，环境，全球化，犯罪，心理学等和写作话题完全一样的文章，这些文章是适合做精读分析的，比如下面这篇剑五讲孩子的早教的这篇文章。

Early Childhood Education雅思是什么意思

A

'Education To Be More' was published last August. It was the report of theNew Zealand Government's Early Childhood Care and Education Working Group. Thereport argued for enhanced equity of access and better funding for childcare andearly childhood education institutions. Unquestionably, that's a real need; butsince parents don't normally send children to pre-schools until the age ofthree, are we missing out on the most important years of all?

B

A 13-year study of early childhood development at Harvard University hasshown that, by the age of three, most children have the potential to understandabout 1000 words - most of the language they will use in ordinary conversationfor the rest of their lives.

Furthermore, research has shown that while every child is born with anatural curiosity, it can be suppressed dramatically during the second and thirdyears of life. Researchers claim that the human personality is formed during thefirst two years of life, and during the first three years children learn thebasic skills they will use in all their later learning both at home and atschool. Once over the age of three, children continue to expand on existingknowledge of the world.

C

It is generally acknowledged that young people from poorer socio-economicbackgrounds tend to do less well in our education system. That's observed notjust in New Zealand, but also in Australia, Britain and America. In an attemptto overcome that educational under-achievement, a nationwide programme called'Headstart' was launched in the United States in 1965. A lot of money was pouredinto it. It took children into pre-school institutions at the age of three andwas supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thoughtthat there are two explanations for this. First, the programme began too late.Many children who entered it at the age of three were already behind their peersin language and measurable intelligence. Second, the parents were not involved.At the end of each day, 'Headstart' children returned to the same disadvantagedhome environment.

D

As a result of the growing research evidence of the importance of the firstthree years of a child's life and the disappointing results from 'Headstart', apilot programme was launched in Missouri in the US that focused on parents asthe child's first teachers. The 'Missouri' programme was predicated on researchshowing that working with the family, rather than bypassing the parents, is themost effective way of helping children get off to the best possible start inlife. The four-year pilot study included 380 families who were about to havetheir first child and who represented a cross-section of socio-economic status,age and family configurations. They included single-parent and two-parentfamilies, families in which both parents worked, and families with either themother or father at home.

The programme involved trained parent?educators visiting the parents' homeand working with the parent, or parents, and the child. Information on childdevelopment, and guidance on things to look for and expect as the child growswere provided, plus guidance in fostering the child's intellectual, language,social and motor-skill development. Periodic check-ups of the child'seducational and sensory development (hearing and vision) were made to detectpossible handicaps that interfere with growth and development. Medical problemswere referred to professionals.

Parent-educators made personal visits to homes and monthly group meetingswere held with other new parents to share experience and discuss topics ofinterest. Parent resource centres, Located in school buildings, offered learningmaterials for families and facilitators for child care.

E

At the age of three, the children who had been involved in the 'Missouri'programme were evaluated alongside a cross-section of children selected from thesame range of socio-economic backgrounds and Family situations, and also arandom sample of children that age. The results were phenomenal.

By the age of three, the children in the programme were significantly moreadvanced in language development than their peers, had made greater strides inproblem solving and other intellectual skills, and were Further along in socialdevelopment. In fact, the average child on the programme was performing at thelevel of the top 15 to 20 per cent of their peers in such things as auditorycomprehension, verbal ability and language ability.

Most important of all, the traditional measures of 'risk', such as parents'age and education, or whether they were a single parent, bore little or norelationship to the measures of achievement and language development. Childrenin the programme performed equally well regardless of scio-economicdisadvantages.

Child abuse was virtually eliminated. The one factor that was found toaffect the child's development was family stress leading to a poor quality ofparent-child interaction. That interaction was not necessarily bad in poorerfamilies.

F

These research findings are exciting. There is growing evidence in NewZealand that children from poorer socio-economic backgrounds are arriving atschool less well developed and that our school system tends to perpetuate thatdisadvantage.

The initiative outlined above could break that cycle of disadvantage.

The concept of working with parents in their homes, or at their place ofwork, contrasts quite markedly with the report of the Early Childhood Care andEducation Working Group. Their focus is on getting children and mothers accessto childcare and institutionalised early childhood education.

Education from the age of three to five is undoubtedly vital, but without asimilar Focus on parent education and on the vital importance of the first threeyears, some evidence indicates that it will not be enough to overcomeeducational inequity.

解析：

1. personality is formed 性格的形成(重要短语)

2. basic skills 基本技能

3. expand 扩张，扩张，膨胀(雅思核心词)the city expands.

4. It is generally acknowledged that young people from poorersocio-economic backgrounds tend to do less well in our education system.(It isgenerally acknowledged that 人们普遍承认)

5. disadvantaged home environment 不利的家庭环境

6. cross-section of socio-economic status 不同的社会经济地位

7. fostering the child's intellectual, language, social and motor-skilldevelopment 培养智力，语言，社交和运动发展能力

8. check-up 体检

9. interfere 干涉(雅思核心词)

10. verbal 言语，口头

11. Child abuse 虐待儿童，abuse 虐待，滥用。 Abuse power 滥用职权

12. parent-child interaction 家长孩子互动

13. access to 接入，进入 You need the password to get access to the system.

以上就是如果积累雅思写作素材：巧用雅思阅读文章的相关信息，非常详细，对于大家经常会在考试中出现的迷惑都做了详细的解答。大家可以在备考自己的雅思阅读考试的过程中对此加以适当的练习和借鉴。