Following direction activities for preschoolers

3 Activities to Teach Following Directions

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A preschooler’s ability to receive, understand, and follow directions can vary from child to child. By giving children time to process directions, and by offering plenty of positive reinforcement, they will begin to be able to comprehend and complete specific tasks as they develop and grow.   Proposing a few simple options or providing several encouraging suggestions for preschoolers to choose from, early learners will start to respond positively when given instructions.

3 Activities to Teach Following Directions

Teach preschoolers how to follow directions through fun and engaging games and activities. By incorporating play with lessons, children are more likely to enjoy the learning processes of listening to instructions, recognizing given assignments, and completing the tasks. Here are three educational games that will provide preschoolers with exciting opportunities to pay attention and follow directions.

Simon Says

This is a classic listening game that is fun for all ages.

How to Play:

Designate someone to be Simon. Simon then gives a directive by saying, “Simon says…” followed by a given task. An example of an instruction would sound like, “Simon says…pat your head.” Everyone playing would then do what Simon says. If Simon gives a direction without saying “Simon says…” first, and players complete the action, those players are out.

Make the game simple for preschoolers by giving one instruction at a time. Once they seem to get the hang of it, challenge them by giving them a two-part direction, such as “…jump two times”.   If the game becomes too difficult, go back to a one-part directive. Keep it fun and engaging.

Modifications:

Change the name from Simon to a more appealing character that preschoolers may be interested in. Maybe incorporate holiday icons like Santa for a game of Santa Says, or a movie character such as a Minion for Minion Says. The more relatable the game is to children, the more likely they’ll enjoy playing.

Red Light, Green Light

This is an active game that focuses on following directions.

How to Play:
Designate someone to be the traffic cop. All other players are lined up at a starting point. The traffic cop then says either red light or green light. When green light is stated, everyone heads toward the finish line. When red light is called, everyone must immediately stop. The round finishes when all have crossed the finish line and then a new game can begin.

Modifications:

While this game focuses on listening to follow directions, incorporating visual cues will add another level of learning. Color a red circle and green circle to hold up as that color light is called for. In addition, using only the visual cues without speaking could be a fun alternative as well.

Another way to enhance the game is by incorporating a yellow light. When yellow light is called, children will have to slow down or even crawl to get to the finish line.

Hokey Pokey

This is a fun interactive dance with a directive song.

How to play:

Get everyone in a circle and start singing or play the Hokey Pokey song. Put the hands, feet, head, backside, and whole body in and out of the circle with the Hokey Pokey. Preschoolers will have a blast while listening and following directions to shake all around.

Learn more about The Importance of Play In Child Development.

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7 Core Following Directions Activities for Kids That'll Improve Listening

Inside: Quick and easy following directions activities for kids that will help them practice self-control, emotional regulation and improve listening skills.

There was a joke traveling around years ago from Carrie On Y’all that said, “Maybe if I start yelling ‘Get your shoes on!’ the night before, we could get to school on time the next day. ”

Honestly, the struggle is real.

Kids need A LOT of practice to learn basic life skills.

Following directions activities can support better listening skills in your child.

Teaching kids to follow directions isn’t as simple as doing a listening activity for kids, watching fairy dust shower from above, and seeing your kids transform into magical listeners.

Several years ago I was getting ready to take my son to school. He insisted—like life or death insisted—that he needed to wear his green shoes.

So I helped him find his green shoes, laid them out on the floor, and then realized I made a horrible mistake.

He shook his head and said, “No green shoes, mom. Nooo!”

In exactly two minutes, the green shoes went from being my complaining child’s most prized possession to the most horrible and disgusting shoes one could don.

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• 2 year old not listening? Try this remarkable tip.
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Teaching kids to follow directions – let’s simplify.

1. Connection first. Attention follows.

A few brief moments using SAY WHAT YOU SEE®, where you describe what your child is thinking, doing, feeling or saying, makes a big difference. This is the building block of connection, and when kids feel connected to you, they are for more likely to cooperate.

It might sound something like, “You’re drawing a picture with big green squares and red lines.”

No brainer, right? And yet, I still find myself talking to my kids without taking a brief moment for connection.

Sharing a set of instructions before you briefly connect with your child is like speaking foreign language. It can fall flat.

I know I have my child’s full attention when I have two things:

• Eye contact
• Eyes level (get down to the child’s level).

2. Be short and specific.

Kids tend to hear a lot of conversational white noise when adults are speaking to them. Say exactly what needs to be said for your child to follow your directions. Trim everything else out.

Instead of… “Hurry up. We gotta get out the door for this appointment. Get your coat lets go.”

Try… “Coat please.” Or, “You’re missing a coat.”

3. Use “wait time.”

This is a great strategy that I learned from a teacher. After giving a set of instructions to your kids, pause for 3-7 seconds to allow their brain to process and apply the information. Research shows kids are more likely to follow directions if you give them “wait time” or a hearty pause.

As adults, we are used to processing information much quicker, but kids…they take time.

Think of it this way: Keeping realistic expectations and waiting is the difference between you giving up and throwing your tea in the air vs. you calmly taking a sip of your tea while you employ “wait time.”

4. Unless you are offering a choice, don’t ask.

If your directions aren’t up for negotiation, keep that door firmly closed. Offering choices is a fabulous way to help end power struggles and enjoy a happier home.

But…everything in life is not always a choice. If you can’t offer a choice within a parental boundary you feel good about, give instructions as a statement, rather than a question.

Instead of… “Can you pick up your toys?”

Try… “I see toys on the floor and it’s time to leave.”

Or if you’d like to offer a choice, you can say something like, “I see blocks and dolls. Show me which one you want to put away first.”

5. Practice using following directions activities.

In order to build great listening skills, kids need a lot of practice…A LOT.

Which makes sense! I think we all can relate to needing a lot of practice before we can get good at anything. I could tell you a few stories about burnt dinner rolls for the past five years, but that’s a story for another day 🙂

Related:

• 50+ Best Simple Games for 2 Year Olds and Up
• The Ultimate List of Board Games for 2 Year Olds

7 core following directions activities for kids.

There are several good ‘ole fashioned standby games to play with kids to help them 1) Listen and hear what you are instructing and 2) Practice following the directions you shared.

1. Simon Says

One person is Simon or Elmo or Dora or Spiderman or Teacher or Whoever, and this person is the “leader.” Simon gives a set of instructions and everyone else follows. The person who doesn’t follow the instructions is “out.” And the person who follows the instructions throughout the game, wins Simon Says.

2. Red Light, Green Light.

One person is the leader who calls out “Red Light” or “Green Light.” When the leader calls out “Red Light,” everyone stops. When the leader calls out “Green Light,” everyone goes. Anyone who doesn’t stop or freeze during “Red Light” is out.

3. Follow the Leader.

Take a walk around your house or outside and whatever you (or the leader) does, everyone else must follow. This is a great game to allow your child to be the leader and have you follow your child. It’s a perfect opportunity to model following directions for your child!

4. Map Game

Try this map game and help your kids work their way through the grid following the directions given. Practice counting and using the words left, right, forward, and backward.

5. Two-step direction games.

Do one of these 2-step direction games with your kids. This is perfect for preschoolers and above! Have your kids follow some of the 2-step directions throughout the day (e.g. Shake your head “yes” and then quack like a duck.) Brilliant!

6. Lego® Game

If you have kids who are old enough to play a board game, try this Lego Game to help your kids practice reading directions and following them.

7. Visual direction activities.

With kids, visual directions are so important! You can make life simpler and fun using visual directions for your kids, such as a printable daily schedule for kids.

• Bedtime routine cards
• Morning routine cards
• Mealtime routine cards

Using routines is a great way to support cooperation and help your kids learn to follow directions.

They are also energy saving, AND a great way to avoid yelling “Green shoes!” ten times every morning or “Eat your dinner!” six times every evening.

Grab your FREE Following Directions Checklist Here!

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Features of the organization of additional educational services in the system of preschool education

Author : Mulyukina Elena Ivanovna

Heading : Pedagogy

Posted by in young scientist №9 (247) March 2019

Publication date : 03/01/2019 2019-03-01

Article viewed: 9496 times

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Mulyukina, E. I. Features of the organization of additional educational services in the system of preschool education / E. I. Mulyukina. - Text: direct // Young scientist. - 2019. - No. 9 (247). - p. 196-198. — URL: https://moluch.ru/archive/247/56904/ (date of access: 29.10.2022).



With the introduction of the Federal State Educational Standard for Preschool Education, not only basic education, but also additional education began to play an important role in the development of the child.

The purpose of organizing additional education on the basis of a kindergarten is to improve the educational process and meet the needs of the population in the comprehensive development of children, ensuring the unity and continuity of family and public education.

The organization of additional educational services in a preschool educational organization (PEO) is an integral component of the social order of society, as well as the result of a consistent solution of federal and regional tasks in the field of education [2, p. 3].

The Federal Law "On Education in the Russian Federation" (Chapter 10, Article 75) states that additional education of children is aimed at the formation and development of creative abilities, satisfaction of their individual needs for intellectual, moral and physical improvement. Additional education of children ensures their adaptation to life in society, professional orientation, as well as the identification and support of children who have shown outstanding abilities [3].

To organize additional education on the basis of a preschool educational organization, the following steps must be completed:

1. Study of regulatory and legal documentation.
2. Studying the demand of the consumer, that is, the parents of pupils who are customers of additional education services.
3. Solving organizational issues: compiling a list of pupils in various areas of activity and selecting teachers of additional education.
4. Development of a package of documents for the provision of additional educational services. One of the main documents of a PEO is a license.

A feature of the organization of additional education on the basis of preschool education is that additional education is integrated with the programs implemented by the preschool organization, but in no case repeats them. It should be noted that additional education in kindergarten can be carried out with children of any age, if the program of additional education corresponds to the age and individual characteristics of each group of pupils [2, p.6].

Taking into account the interests of preschoolers and the requests of parents for additional education, the preschool educational institution can provide the following areas:

- artistic and aesthetic development;

– physical education and development;

– intellectual development;

- early development;

- environmental education.

In the additional education of children, a personality-oriented approach is implemented, since the basis for building the educational process is the development of the child, his personal interests and achievements. The implementation of a personality-oriented approach becomes possible if conditions are created for organizing a study of the child's personality, developing individual educational routes, creating a system for tracking the personal growth of children, their achievements [1, c.13].

The numerical composition of the association is determined in accordance with the psychological and pedagogical expediency of the type of activity. The schedule of classes is drawn up taking into account the interests and capabilities of children, and the duration of classes is set on the basis of sanitary and hygienic standards.

Forms of organization of children's educational associations are diverse. The form of a children's educational association is understood as a structurally and meaningfully formalized organization of interaction between participants in the educational process (children, teachers, parents) aimed at solving certain educational problems. The following forms of children's educational associations are possible in a preschool educational institution: a circle, a club, a studio, a workshop, a section, an ensemble, a theater, a school, etc.

The form of conducting classes in additional education is creativity in its various manifestations. The result of a child's activity is not just acquired knowledge, skills and abilities, but the embodiment of this knowledge into a real product of activity [2, c.196].

Classes in additional education with preschoolers should be carried out in a separate room, which has its own developing subject-spatial environment and causes children to feel interested, novelty, surprise [1, c.24]. When introducing additional educational services, one should carefully consider the load on the child during the day, taking into account age and individual characteristics. To do this, you should draw up a single schedule for the entire kindergarten, assuming classes after a daytime nap or a walk. It is necessary to provide children with more freedom and independent creative initiative with the benevolent and competent participation of an adult. The teacher should use various forms of work with preschoolers: game methods and techniques, surprise moments, creative tasks, experimentation. And the work of children made in additional classes should be used in the design of exhibitions within the walls of the kindergarten, participation in various creative competitions.

Despite the positive processes of additional education of children on the basis of preschool education, there are a number of serious problems.

One of the main problems is the overload of children. A preschool organization, trying to fulfill an order for additional educational services, chooses several directions. This leads to overload, overwork of children. This problem can be solved by the medical staff of the preschool, who acquaints parents with the requirements for the maximum educational load on a preschool child; a teacher is a psychologist who, at parent-teacher meetings and in individual conversations, helps parents to realize the negative side of overloading the nervous system of a preschooler.

Educators can use the so-called "Employment Sheet" or "Individual Workload Map", where they record all the activities carried out with the child on a daily basis. Both educators, and the teacher of additional education, and parents will have the opportunity to control the level of the overall teaching load of each child in the preschool.

Taking into account the individual characteristics of children also makes it possible to reduce the load. Based on the diagnosis of personal development, an individual development route is drawn up for each child, where experts indicate the interests of the child, as well as recommended for visiting, in terms of his abilities and preferences, studios, circles and sections of additional education.

Other problems of organizing additional education for preschoolers include the following:

- teachers of preschool educational institutions, in an effort to improve the level of development of their pupils, sometimes duplicate the basic program;

- often the form of organizing classes with preschoolers is no different from ordinary classes, and children lose interest in visiting circles, sections;

- teachers in preschools carry out work on additional education of children, most often according to a long-term or calendar plan, and not according to a program of additional education for preschoolers;

- work is not always carried out to improve the qualifications of preschool teachers on issues of additional education.

Thus, additional education occupies an increasingly strong place in preschool institutions. It is attractive to the child, allows you to solve many problems of its effective development. Therefore, teachers and heads of kindergartens need to find ways to solve the problems of organizing additional education in accordance with modern requirements for this type of education.

Literature:

1. Zolotareva A. V., Tereshchuk M. N. Practical recommendations for the organization of additional education in preschool educational institutions. — M.: ARKTI, 2008. — 120 p.
2. Zolotareva A.V. Principles of organizing additional education for children in Russia // Yaroslavl Pedagogical Bulletin - 2013 No. 1 - Volume II (Psychological and Pedagogical Sciences). pp.194–199
3. Organization of additional paid services in a preschool institution / comp. I. V. Lipova, Yu. V. Antonova. - Ed. 2nd, revised. and additional Volgograd: Teacher, 2017. - 87 p.
4. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” [Electronic resource] - Access mode: http://www.consultant.ru/document/cons_doc_LAW_140174/

Basic terms (automatically generated) : additional education, additional education of children, kindergarten, educational process, child, preschool educational organization, preschool organization, oriented approach, teacher, child development.

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