Concepts for kids
Understanding Concepts - Kid Sense Child Development
What are concepts?
Concepts help a child to understand about direction, location, position, number, quantity, sequence, attributes, dimension, size and similarities and differences.
In order to function in society one must learn the rules and structures of the language system. One structure of language that helps a child to become more specific in their understanding and use of language is the knowledge of concepts.
Why is understanding concepts important?
It is important for children to have a good understanding of different concepts as it assists in their ability to follow instructions and be specific in what they are talking about. In order for a child to use concepts in their spoken language, they first need to have a good understanding about what these concepts are and what they mean. By developing this understanding they are then better able to follow instructions at home, at preschool and in the school environment.
What are the building blocks necessary to develop the understanding of concepts?
- Hearing: A child needs to have adequate hearing abilities to ensure that they can hear appropriate language models, and therefore use appropriate language.
- Attention and concentration: Sustained effort, doing activities without distraction and being able to hold that effort long enough to get the task done.
- Play skills: Voluntary engagement in self motivated activities that are normally associated with pleasure and enjoyment where the activities may be, but are not necessarily, goal oriented.
- Receptive (understanding) language: Comprehension of language. Understanding of language develops before expressive language. In order to be able to use language appropriately, a child first needs to be able to understand the specific language area. The difference between what a child understands and what they can say is about 5:1 between the ages of 2-3½ years (i.
e. the child knows a lot more than what they can say).
How can you tell if my child has problems understanding concepts?
If a child has difficulties with understanding concepts they might:
- Struggle to follow instructions containing concepts.
- Use incorrect concepts in their expressive (spoken) language (e.g. when something is ‘on’ the table the child may say it is ‘up’ the table).
- Not be able to be specific when talking and has a tendency to use vague statements such as ‘that one’ or ‘thingy’ or uses gestures such as pointing rather than using their words (e.g. asks for ‘that one there’ rather than saying something more specific such as “I would like the big, red car please”).
What other problems can occur when a child has concept difficulties?
When a child has concept difficulties, they might also have difficulties with:
- Following instructions: ·The ability to independently complete tasks/instructions upon request.
. - Receptive (understanding) language: Comprehension of language.
- Expressive (using) language: The use of language through speech, sign or alternative forms of communication to communicate wants, needs, thoughts and ideas.
- Drawing pictures: Unable to conceptualise what it looks like.
- Puzzle completion.
- Problem solving: The identification of a challenge, including what the challenge is, what strategies could be used to overcome it, and the subsequent performance to overcome it.
- Literacy: Reading and writing.
- Play skills: Voluntary engagement in self motivated activities that are normally associated with pleasure and enjoyment where the activities may be, but are not necessarily, goal oriented.
What can be done to improve the understanding of concepts?
- Modelling grammar: When the child says something that is grammatically (conceptually) incorrect, model to them the correct way of saying the sentence (e.
g. Child: “I want the one up the table” Adult: “I want the one on the table”). - Physically modelling/showing the child what to do when giving them an instruction so that they can ‘see’ what the concept within the instruction looks like.
- Describe to your child what they are doing (e.g. when the child is packing up their toys you might say: “Put the toys in the box” or when dressing/undressing you might say: “Put your shoes on/Take your shoes off”).
- Emphasise the word you want the child to learn about and repeat the concept in a variety of situations/settings so that the child sees the different ways in which a concept can be used (e.g. ‘Turn the lights on’ in comparison to ‘The book is on the table’).
What activities can help improve concept development?
- Reading story books that have flaps and discuss locations (e.
g. Spot books – Where is Spot? He is behind the door). - Following instructions: In play ask the child to follow instructions containing age appropriate concepts (e.g. “Let’s feed the big bear” or “Drive your car under the table”).
- Play games where you take it in turns to hide toys around the room (e.g. “Put the car on the table” or “Hide your teddy behind the couch”).
- Hide and Seek: Once you locate the child or they locate you, get them to say where they were hiding (e.g. In the cupboard, under the bed, behind the curtain).
- Sing songs that involve concepts (e.g. I’m going up; If you’re happy and you know it; Build it Up; Wet washing hanging on the line). A lot of Playschool Sound Tracks will have songs that discuss different concepts.
- Teaching colours: Place the child’s favourite snack or toy in containers with different coloured lids.
To get the item they have to name the colour correctly. - Scavenger hunt: Go on a scavenger hunt and find items that are all a particular colour (e.g. find a bucket of red items – apple, car, and crayon).
- Wash dishes: (Teaching wet/dry) Wash the dishes and encourage your child to either make the dishes ‘wet’ or ‘dry’.
Why should I seek therapy if I notice difficulties with understanding concepts in my child?
Therapeutic intervention to help a child with concept difficulties is important to:
- Enable a child to be able to cope better in the kindergarten and school environment as they will be better equipped to follow instructions.
- Enable a child to be a more active participant in classroom activities.
- Enhance a child’s vocabulary and ability to communicate with others.
If left untreated what can difficulties understanding concepts lead to?
When children have difficulties with understanding concepts, they might also have difficulties with:
- Following instructions within the home, preschool or school environment.
- Restricted vocabulary whereby a child cannot clearly get their message across.
- Bullying when others become more aware of a child’s difficulties.
- Literacy difficulties including reading and writing.
What type of therapy is recommended for understanding concept difficulties?
If your child has difficulties understanding concepts, it is recommended they consult a Speech Therapist.
If there are multiple areas of concern (i.e. beyond just understanding concepts) both Occupational Therapy and Speech Therapy may well be recommended to address the functional areas of concern. This is the benefit of choosing Kid Sense which provides both Occupational Therapy and Speech Therapy.
Concepts to teach for 2 to 5 year old toddlers and preschoolers!
A simple list of concepts that can be taught to the age group 2.5 to 5 years children at home. So here I am, listing a few Ideas about the concepts and topics that can be taught to our children.
CONCEPTS / TOPICS :
1. PHONICS/LANGUAGE
– Alphabet (Uppercase & Lowercase)
– Letter names and sounds
– Beginning sounds
– CVC words / Word Families
– Rhyming Words
– Sight Words(List 1)
– Opposites
– Naming Objects and People
– Using 2 to 3 words that goes together (like eating a banana etc.)
– Speaking in full sentences by the time they turn 3.5/4 years
– Narrating a situation
– Retelling a simple story
– Describing what they feel
– Describing what happens in school / playdate / outing etc.
– Recalling details about any incident that happened to them
– Knowing all the Family member’s names and faces and the relations between each other(like brother-sister, husband-wife, uncle-aunty, mother-father etc.)
2. MATHS / CONCEPTS
– Numbers 1 to 50/100, depending on child’s ability to grasp and remember
– Number Names 1 to 10
– Counting objects/ in a picture 1 to 20
– Big/small
– Long/short
– Tall/short
– Thick/ thin
– Heavy / light
– Empty/Full
– More/less
– Wide/narrow
– What goes together? (like a pencil and eraser or glass and water etc.
)
– Small/medium/large
– First/next/then/last
– First/last
– Similar/Different
– Sequencing of objects
– Time
– Calendar
– Shapes (2D&3D)
– Colors (Primary/ Secondary)
– Odd one out
– Grouping/Categorizing
– Graphing
– Sorting Letters and Numbers
3. EVS / SCIENCE / GENERAL KNOWLEDGE
– Seasons
– Weather
– Parts of the body
– Sense organs
– Days of the week
– Months of the year
– Myself and My Family
– My school
– My classroom
– Fruits
– Vegetables
– Animals/Birds/Insects – Domestic/Wild/Young ones/ Homes of animals/Sounds of animals/Water animals/Reptiles etc.
– Flowers
– Vehicles
– Food and Nutrition
– Meals (Breakfast / Lunch /Dinner / Snacks)
– Community Helpers
– Cleanliness (Self/Home/Environment)
– Good Habits
– Good Manners
– Indoor Games
– Outdoor Games
– Sources of Water
– Uses of Water
– Living Beings/Non-Living Beings
– Plants and their types
– Festivals
– Places of worship (like Gurudwara, Temple, Mosque, Church etc.
)
– Toys
– Actions
– Gender
– Birthday Party
– Hospital
– Railway station
– In a Village
These are the topics that are at the top of my mind. Please feel free to share and add more ideas/concepts if you have in mind, for the age group 2.5 to 5 year olds, in this thread. So it can be easy for everyone to refer back.
***Also keep in mind, that every child is Unique and has different grasping power. So please don’t compare your child to anyone else’s in the group, not even mine. This is just to motivate you and give a direction to your learnings at home. These should be done alongwith good, everyday Outdoor play and gross motor activities. Also, encourage your child’s interests and hobbies, so they can develop on their skills. Let it be drawing, coloring, painting, dancing, singing, or whatever, encourage them to develop their hobbies & interests.
It’s much more important to “FOLLOW THEIR HEART” than just Academic Excellence. ***
Hope this helps You all !
Love
Deevyanka Pawar
Self-concept of the child
Contents:
Development of the self-concept.
Subjective Self.
Objective Self
Defining oneself at an early age.
Try an experiment. Before reading further, write 20 answers to the question "Who am I?" Then look at the list and think about what you wrote. My answers are:
- I am a consistent, analytical person.
- I love certainty and feel uncomfortable in situations of uncertainty. nine0014
- I am a persistent, purposeful person who finishes what he started.
- I am not greedy about money and time.
- I play many roles: wife, mother, stepmother, grandmother, daughter, sister, singer, board member.
- I have many close female friends.
- I am much taller than average and sometimes clumsy.
- I don't fit the traditional idea of femininity.
My list, and perhaps yours, contains information about my appearance, the roles I play, and my qualities, attitudes, and self-image. These are all aspects of my self-concept - my self-schema, in Piaget's words.
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For each of us, the self-concept serves as a kind of filter of experience, influencing our choices and determining our reactions to other people. Our ideas about gender role form a significant part of the self-concept. Because these beliefs and attitudes about ourselves are so important to our personality and therefore our behavior, it is important to understand how they are formed.
Our ideas about the emergence of a sense of self in a child are strongly influenced by the theories of Freud and Piaget, since each of them believed that at the beginning of life the child does not have a sense of separateness. Freud pointed to the symbolic relationship between a mother and a small child, in which two beings are united together as if they were one. He believed that at first the baby is not aware of himself as a being separate from his mother, only gradually the child understands that he is special. This representation was studied by Margaret Mahler (Mahler, 1977), a well-known theorist of the psychoanalytic orientation, who suggested that the child has a "psychological birth" a few months after the biological birth.
Even more influential than the theories of Freud or Piaget, however, was the work of the American psychologist William James (James, 1890, 1892), who made an important distinction between two aspects of the self, called I and Mine. The aspect of the Self, often referred to as the subjective Self , refers to the inner feeling "I am", "I exist". Aspect of Moe, sometimes referred to as objective self, covers a set of properties or qualities that are objectively known or inherent in a person: this includes physical characteristics, temperament and social skills. It is the aspect of My that is the Self-concept - a set of ideas or beliefs of each of us about our own qualities. However, it is our Self that determines the Self-concept and has beliefs and ideas about itself. So when we describe ourselves to someone else or answer the question “Who am I?” as I asked you at the beginning of this article, you are describing Mine, but it is your Self that is doing the description.
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This division, originally proposed by James, can be found in most modern works devoted to the study of the formation of feelings of oneself , although modern researchers and theorists use different names for these two aspects. For example, Michael Lewis (Lewis, 1991, 1994) in his writings refers to Self as the mechanism of self and Mine as the self-image. Robbie Case (Case, 1991) makes a similar distinction between the categories of Implied Self (I) and of the described I (Mine). In the following, I will use the terms subjective self and objective self, as I consider them to be the clearest of the available alternatives.
Subjective Self
Most self-development students today would challenge Freud's assertion of a primary symbolic relationship between infant and parent in which the infant does not yet have a sense of separation (Harter, 1998). It is now generally accepted that the child has some primitive sense of separateness from birth.
In the first months, the baby's task is to coordinate the various sources of information he has about his own actions or their influence. In particular, in the first year of life, the infant is aware of himself as a figure capable of organizing events around him. The joy that a child experiences when he manages to make hanging toys move or to make a sound by pressing a toy with a squeaker is proof that the child has a feeling of himself as a doer. Albert Bandura develops his theory in the same vein, believing that the foundations of the feeling of self-efficacy are formed in the first year of life, when the baby realizes that he can control certain events in the world around him. nine0009
This feeling of self-efficacy or control is noted not only in relation to inanimate objects, but to a much greater extent it is expressed in the relationship of the child with adults who react to his behavior in quite predictable ways: smile in response to the smile of an infant, with a funny facial expression react to his tricks, changing diapers or giving food, observing a certain ritual, play hide and seek.
Of course, in most cases, these events are not "caused" by the child - it is the parents who often initiate the game or certain behavior. But these actions contain myriads of repeating sequences in which the parent responds / reacts with some predictable behavior to a certain action of the child. From the child's point of view, it was he who "made" some event happen - thus, the child begins to feel his effectiveness and strength, that is, to feel yourself.
Piaget also believed that the decisive element in the development of the subjective self is the understanding of the permanence of objects by about 9 or 12 months. Once the baby begins to understand that mom and dad continue to exist even when they are out of sight, he understands, at least on an elementary level, that he exists independently.
Objective Self
The second important step for the child is to understand that he, too, object in the world and therefore has certain qualities and properties, such as gender, size, name, as well as qualities such as shyness or courage, dexterity or clumsiness.
It is this self-awareness that is the hallmark of the concept of Mine.
The study of self-awareness. When does a child really develop such self-awareness? This question is difficult to answer, although the results of several different strategies indicate that the age of 15-18 months is a transitional period in this respect. The most widely used strategies for studying the interaction of a child with a mirror. First, the child is placed in front of a mirror and simply observed for his behavior. Most children aged 9-12 months will look at their own reflection, make faces or try to communicate with the "baby in the mirror". After a certain period of time, the experimenter, pretending to wipe the child's face with a handkerchief, puts a stain on the child's nose with lipstick, and then again allows him to look in the mirror. The conclusion about the presence of self-recognition and, thus, self-awareness of the child is made on the basis of his further behavior: whether the child touches a spot on his nose or on the "nose" of the reflection in the mirror. The results of one of Lewis's studies using this technique are shown in the figure. As you can see, none of the 9-12 month old children in this study touched their nose. But by 21 months, three-quarters of children showed self-recognition at this level. The figure also shows how often children refer to themselves by their first names when they are shown a picture of themselves, which is another very common technique for measuring self-awareness. You can see that this step in development occurs almost at the same time as self-recognition in the mirror. Both events occur around the middle of the second year of life (Bullock & Lutkenhaus, 1990). As soon as a child develops self-awareness, a whole range of manifestations of his behavior changes. The child begins to insist on independent performance of actions and demonstrates a new possessive attitude towards toys or other objects that are dear to him (“mine!”). Knowing these features allows you to understand a lot about the behavior of the legendary "intolerable two-year-olds. Recognition of oneself in a mirror and use of one's own name occur almost at the same time Another consequence of the emergence of self-awareness in a child is the expression of such emotions as embarrassment, pride, or shame. These emotions are usually observed in children only towards the end of the second year of life, probably because they all involve some aspect of self-esteem that requires at least a minimal level of self-awareness to emerge (Lewis et al., 1989; 1992). According to Lewis, the emergence of emotions such as shame or pride occurs as a result of becoming aware of certain standards of behavior and comparing oneself with these standards - a developmental step that also occurs at the end of the second year of life. For example, only at this age do children begin to use the word "dirty" to describe themselves or some object, believing that they evaluate themselves or others in relation to a certain standard. Having reached the initial level of self-awareness, a preschool child begins to define "who I am" by studying his qualities and social roles. By the second year of life, children begin to realize themselves as participants in a social game, learn to interact with other people. Case (Case, 1991) indicates that the child is beginning to form an understanding of his own role in life "scenarios". Therefore, in some situations, he begins to think of himself as a "helper"; in other situations, when he, for example, advises another child what to do, he feels like a "boss". All this is a great advance in the child's awareness. However, he is still aware of his I as a set of specific qualities. For example, each facet of the self-concept of a preschool child seems separate and resembles a list: “I can run well”; "I don't like to play with dolls"; "I live in a big house"; "I have blue eyes" (Harter, 1998). These individual aspects of the self-schema have not yet coalesced into a global sense of self-worth (Harter, 1987; 1990; Harter & Pike, 1984). Kids this age don't say "I'm a terrible person" or "I really like myself." The perception of oneself is closely related to the specific environment and specific tasks. The self-concept of a preschool child is also specific in other aspects: he tends to focus on the external characteristics of himself - is he a boy or a girl, how does he look, what and with whom does he play, where does he live, what does he do well to do and what not to do, rather than on more enduring inner qualities. This pattern has obvious parallels with the patterns of cognitive development characteristic of the same age: it is at these years that children's attention is focused on the external signs of objects, and not on their permanent qualities (this is most clearly manifested in solving conservation problems, for example, when a child thinks, that the number of coins in a row increased because you stretched this row in length, or there was more water when it was poured into a taller thin glass). nine0009 Read also: . Modeling the network of municipal educational organizations, structural units for the implementation of the main provisions of the Concept for the development of additional education for children in the Russian Federation. nine0115 In the Vsevolozhsky District, in order to implement the main provisions of the Concept for the Development of Additional Education for Children in the Russian Federation, a municipal network of additional education institutions and departments was created on the basis of general education institutions. The municipal system of additional education in the 2019 - 2020 academic year is represented by 3 institutions of additional education for children: MBOUDO "Palace of Children's (Youth) Creativity of the Vsevolozhsky District", MOODO "CDO "Ostrovki", MOBUDO "Ladozhets" and 14 departments of additional education operating on base of educational institutions. Table 1. Municipal system of additional education 2017-2018 academic year 2018-2019 academic year 2018-2019 academic year UODOD departments based on OS UODOD departments based on OS UODOD departments based on OS UODOD departments based on OS 6 7 3* 10 3 12 3 14 * in order to develop the network and improve the quality of educational services 3 organizations of additional education of physical culture and sports orientation: MOBU DO "Vsevolozhsk Children's and Youth Sports School", MOU DO "Children's and Youth Sports School "Norus"" and MOU DO "Children's and youth sports school "Junior"" from 31. Table 2. Information about additional education institutions, including departments based on general education institutions. No. Name of OS Additional education institutions 1. MBOUDO DDYUT 2. MOODO "CDO "Ostrovki" 3. MOBUDO "Ladozhets" Additional education departments operating on the basis of general educational institutions No. Name of OS Year of opening of the department of additional education on the basis of OU 1. MOU "Secondary school "Leskolovsky TsO" 2009 2. MOU "Secondary School "Rakhya TsO" 2010 3. MOU "Secondary School" Sverdlovsk TsO " 2010 4. 2010 5. MOU "Secondary School "Lesnovsky TsO" 2010 6. MOU "Vsevolozhsk Central District" 2013 7.
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" In a literal sense, the result of the emergence of self-awareness in children is that they become self-willed. nine0009 
A child experiences a sense of shame if, in his opinion, he does not meet the standard, while pride, on the contrary, arises when the child is able to meet the standard, for example, to build such a high tower of cubes as the teacher asks, it is enough to wash his hands " clean,” etc. One aspect of development in general is this: after age 2, children are increasingly seeking the approval of adults, using their reaction as a signal that they have reached (or not) a certain standard or lived up to expectations. By school age, children already internalize these standards and expectations and become more autonomous in their judgments (Schaffer, 1996), in addition, the rules and norms of behavior dictated by parents are assimilated, as a result of which children can regulate their emotional manifestations and behavior. Defining oneself at an early age.
A two-year-old child not only knows his name, perhaps he can also tell if he is a boy or a girl, small or big. By about age 5 or 7, a child can give a fairly complete description of himself across a range of dimensions. For example, Susan Harter (Harter, 1987; 1990; Harter & Pike, 1984) found that children of this age have a clear idea of their competence in various specific areas: in solving puzzles, in the ability to count, in those knowledge and skills that are acquired in kindergarten, in climbing trees, in the ability to jump rope and the ability to make friends. 
You can already see this clearly by watching
role-playing game of preschoolers, in which specific roles are immediately distributed: “I will be a dad, and you will be a mom” or “I am a teacher”. Understanding one's role in the totality of family roles is part of the same process of self-determination. The child is aware that he has sisters, brothers, father, mother, etc. 
nine0009 Read further: Self-concept at school age.
Self-actualizationSelf-actualization
What is a role-playing game?
Features of the role-playing game in preschool age.
Implementation of the concept of additional education for children
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03.2017 were transferred to another department and are subordinate to the department of physical culture and sports of the administration of the municipality "Vsevolozhsky municipal district" of the Leningrad region. nine0009
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