European Stars And Stripes (Newspaper) - June 15, 1988, Darmstadt, Hesse Banking Loho Hichik i he tis were Ide Nail his to in my with s of aria my. Nal Slud enl and i d always bean responsible with my finances says Phelps now an electrical engineering Slud enl at the University o Colorado Al Denver. With a s1,500 loan lie bought a computer and founded while Knight software inc. They gave me a Chance to show that i could pay the loan Back to show based on other things besides a credit history this kid can handle it. Which was a big change from the other Banks that basically had laughed me out the door Phelps says. Many Young customers say the tiling they like Best about the Bank is that it does t treat them Ike kids. At my old Bank an adult Bank they offered me lollipops and Margare Hoover says. Here t can maybe Lake a Jolly rancher from Iha Jar but they treat me like an Banks traditionally have not been interested in he Low balances potentially High number of transactions and Small loan amounts thai children bring them. But Denver businessman Bill Daniels had a different idea when he used $2 million trom his Cable to Fortune to found the Voung americans Bank which originally was to be called the kids Bank. Daniels believes it can help children understand he tree Enterprise system at an Early age and turn a profit As Well he convinced the Colorado banking Board that the Market was thare for a children s Bank and was Given Filc insurance. Banking Industry consultant at Lucey says statistics show that children under 19 were directly responsible or $56 billion in purchases in 1986. The same group was a major influence Lor an additional s100 billion spent on family items such As cars and Vars. Voung people who get involved in our Bank now will have a 10-year jump on Thoss who Don l and May be More responsible productive adults Daniels says. The Bank s adult Board of directors is supplemented by a 12-member youth advisory Board made up of Bank customers Ages 11 to 21. Those Young Board members oversee Many of the Bank s programs and respond to customers suggestions Al their onco a month meetings they discuss but Don t decide financial aspects of the Bank. Asa Lull hedged financial institution the Bank must show a profit within three years. Daniels says it can be done. Sanders 37. Says the Bank s Success so far has exceeded our but she concedes the Bank does t operate by the same rules traditional Banks do App Horo unto Sanders president of Young american Bank talks a Flat Young investors i Bank s Otto cts in Denver Dillon Sorenson below Breaks into a smile As he makes his first Deposit. For one thing the Bank has been Able to Appeal to corporations for help other Banks Don t get. We say. Hera s what we re doing. Why Don l you help us out by putting an interest free account in the Bank " Sanders says. So far about 20 corporations have put $1.5 million into the Young americans Bank mos of it at Zero interest and available for Loans and other Bank needs. The Bank s Board of directors has embarked on a $3 million fund raising drive for similar supporting deposits and some parents of customers have helped out with Persona sponsorship accounts the Bank also is in the process of forming a non profit Arm to take on the educational part of ils operations which keeps growing larger. That would allow us logo to traditional funding sources for programs like that said Sanders. The Bank s seven full time employees spend much of their Lime on educational programs. Sanders says More than 40,000 schoolchildren have been bused to the Bank for an introduction to banking it also offers evening seminars and games with a financial twist and it has a computer set up in the Tabby that kids can use to learn More about their Money. Bies learn to talk narrow but intriguing features of what goes on As a child learns language some byproducts of the research May help explain Why some children learn school that lessons Mora easily than do others i . Clark a Stanford University linguist is fascinated nary by what individual words mean to a child. Does an 18 e to month old understand the words he or she seems to respond to. Clark wonders. Ads it you show a 1 a year old a Little Box and a toy ire 3 mouse and Tell him to put the mouse in the Box every 1 is year old will get that right she said. But if you put i of the opening on the Side and say put the mouse on the King Box every child will still put the mouse in the Box. So they Don l know on " in but then she continued you take a Little Dol Type table and say of put the mouse on the table now the child is going to get on Clark concludes that a 1 i year old knows a lot about containers and surfaces but they Don 1 know the words on or in " i h Bambi Schieffelin a new York University i is to anthropologist has studied differences in How various n a cultures teach children language. Many societies for example do not place the same emphasis on naming artery objects or acquiring Large vocabularies that White of Middle class american society does. Schieffelin spent several years living among the Kalauli ords ii people of new Guinea where she found the linguistic the emphasis on personal relationships end cooperation elements Given priority within the culture As Well a Mother will make an Effort to teach her child words for making no requests or offering things but seems to spend no time june 16.1953 teaching the words everyday objects and animals. Middle class americans she said place a High value on the ability to display knowledge on precocity on competing Lor answers by contrast american indians typically teach their children to be silently respectful an Altitude thai May not spell Success in the average american classroom she said. While Middle class mothers May Start Reading to their infants As soon As they Are Home from the Hospital poor Black mothers far less frequently use books to teach Thair children How to talk. It does t mean those people Don l love language Schieffelin said. Ii Means language is used very differently the child language Field has dramatically mushroomed. Twenty years ago maybe two people in the country were doing it said Catharine e. Snow a professor at the Harvard graduate school of education. Now. She said an annual child language conference Al Boston University draws 300 people. Some 600 courses Are taught nationwide on children and language. Like Clark Joan Lucariello assistant professor cd psychology at Iha new school or social research in Manhattan has been studying the relation Between words a child uses and the concepts behind them she is interested in How a child comes to understand that a word like dog can be applied beyond the household pet to certain animals seen on 1he Street but that it should not be used Lor a horse or a cow. For her doctoral thesis Lucariello had 20 children and their mothers make pizza using a sifter a rolling pin a chopper a Basler and a wooden Board. After four sessions she lasted whether the babies could pick out the utensils when asked to reach for them. She also tested whether they could identify the same utensils in slightly different colors sizes or forms a 12 to 18-Monlh-old child will generally learn rolling pin but apply it Only to the exact rolling pin the Mother used the child May not be Able to identify a photograph of a rolling pin. An older child not Only will apply the words to both rolling pins but also May use the words Lor a cylindrical automobile filter because of the similar shapes. Such a mistake is a healthy one Lucariello said. Older children have discerned features of function or contour indicating that they really understand the meaning of the word and Are not just imitating their Mother s sounds. Lois Bloom a professor of psychology at Columbia University s teachers College who has studied language learning Lor 25 years has found that emotional children tend to learn language a Little later. Her conclusion is that language is Learned in quiet Alert moments when children Are taking in what is around them. Snow of Harvard has found that children Excel at different language tasks. One child when asked to Tell daddy what happened in the playground today May be Able to give an extensive description another May be better at responding to prompting questions from his Mother such As who did we sea what did you play on these skills she said Are acquired independently of one another the stars and stripes Page 15
