Teaching young child
Teaching Tools - National Center for Pyramid Model Innovations
Behavior Intervention and Positive Behavior Support
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What are the Teaching Tools?
Creating Teaching Tools for Young Children with Challenging Behavior (Teaching Tools) gives teachers practical strategies, developed from research activities and experiences in Positive Behavior Support, to create a plan for supporting young children who are having challenging behavior.
The Teaching Tools provide:
- Easily accessible ideas and materials such as handouts, worksheets, techniques, strategies, and visuals to support children in the classroom and other learning environments
- Ideas of effective intervention approaches for children who do not need a functional assessment to determine the function of the child’s problem behavior or a team-based process to address persistent challenging behavior.
How are the Teaching Tools Organized?
The Teaching Tools are organized around the User’s Manual which explains how to use the tools and provides all of the technical information you need to access the hyperlinked visual supports and materials. Also included within the Teaching Tools is the Routine Based Support Guide. The Guide is a document that accompanies all of the tools and is organized in routines and activities that typically occur in early childhood programs. It assists teachers in developing a support plan.
Tools For Toddlers
The Teaching Tools routine-based guide includes prevention, intervention, and response strategies that might be used to support toddlers with challenging behavior. The manual includes sections on using TTYC with toddlers, a decision tree, forms for teaming, tips for consultation to the classroom, and guidance on assessing implementation and outcomes. The development of these strategies was supported by The Center for Early Childhood Mental Health Consultation, grant number 90YD0268, funded by the Office of Head Start, Administration for Children, Youth and Families, U.
S. Department of Health and Human Services.
Teaching Tools
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The User’s Manual provides you with an overview of the entire contents of the Teaching Tools. This manual presents the steps you will take to use the Teaching Tools materials.
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The “Getting Started” guides, tips, and forms assist with the first steps in supporting young children with challenging behavior. They offer ideas for establishing a good foundation in the classroom, gathering information, selecting strategies, and generating a support plan.
Implementation Checklist, Sample (Editable)
You might also want to develop a way to help the teacher with implementation fidelity. Check out this approach to using a data-based system for tracking implementation fidelity. The process involves identifying all the plan steps and then taking data on implementation.
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TPOT Scoring Spreadsheet
The TPOT™ Excel Scoring Spreadsheet is a tool for summarizing and graphing TPOT data.
This spreadsheet allows you to enter data for an unlimited? number of teachers and has the added functionality of looking at data by indicator.
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TPOT Scoring Spreadsheet v3.0
The TPOT™ Excel Scoring Spreadsheet is a tool for summarizing and graphing TPOT data. This spreadsheet allows you to enter data for an unlimited? number of teachers and has the added functionality of looking at data by indicator.
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The Buddy System tip sheet and article about peer buddies provide ideas for using a peer buddy system to support the child with challenging behavior while adjusting to the new setting.
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The Teacher Tools folder contains visual representation for common classroom rules and small, medium and large stop signs for helping children know what areas are off limits.
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The Turtle Technique is a method of teaching young children strategies for coping with anger, disappointment, and frustration.
This folder contains an article about anger control, visuals (small and large) for the turtle technique steps, and a scripted story.
Tucker Turtle Takes Time to Tuck and Think
Tucker the Turtle provides a scripted story to teach young children how to calm down when they have strong feelings by tucking into their shell and taking deep breaths. The story also includes visuals to help children learn how to use the strategy.?
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Tucker Turtle Takes Time to Tuck and Think (Spanish)
(La tortuga Tucker toma tiempo para detenerse y pensar) Tucker the Turtle provides a scripted story to teach young children how to calm down when they have strong feelings by tucking into their shell and taking deep breaths. The story also includes visuals to help children learn how to use the strategy.
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Tucker Turtle Takes Time to Tuck and Think at Home
Tucker the Turtle provides a scripted story to teach young children how to calm down when they have strong feelings by tucking into their shell and taking deep breaths.
The story also includes visuals to help children learn how to use the strategy.
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Tucker Turtle Takes Time to Tuck and Think at Home (Somali)
Tucker the Turtle provides a scripted story to teach young children how to calm down when they have strong feelings by tucking into their shell and taking deep breaths. The story also includes visuals to help children learn how to use the strategy.
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Tucker Turtle Takes Time to Tuck and Think at Home (Spanish)
Tucker the Turtle provides a scripted story to teach young children how to calm down when they have strong feelings by tucking into their shell and taking deep breaths. The story also includes visuals to help children learn how to use the strategy.
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This folder begins with the How to Make a Visual Schedule tip sheet, a rationale and key points for using the visual strategies. In addition, there are visual schedules, choice boards, cue cards, and activity sequences.
A variety of pictured examples are provided to help teachers develop their own visual supports.
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This folder contains Scripted Story Tips. Scripted stories help children understand a social situation by describing the situation, what the child needs to do, and how others feel when the child exhibits the inappropriate behavior or desired behavior.
I Can Use My Words
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Hmong)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Ojibwe)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Somali)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Spanish)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Hmong)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Ojibwe)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Somali)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Spanish)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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Scripted Stories for Social Situations: Tip Sheet
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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The Circle Time folder focuses on visual strategies for helping children understand circle time. This folder includes a scripted story about circle time, rules for circle, and a mini schedule for understanding and predicting the activities of circle time.
What Do We Do in Circle?
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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The Feeling Vocabulary folder contains an article about enhancing young children’s emotional vocabulary. The article provides a variety of strategies to support children around the notion of appropriately expressing feelings. Some of the ideas discussed in the article are provided to you in the files within this folder: visuals depicting a variety of emotions, a feeling wheel, and a feeling chart. The feeling visuals can prompt appropriate emotional expression.
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The Home Strategies help link home and school. The questionnaire offers critical information about the child (see “Getting Started” section of this manual). The “Getting Ready for School” visual helps families with the morning routine and prepare for the transition to school. A scripted story is provided to help children with first time transitions to school. “Use Positive Words” offers families guidance for responding to problem behavior by emphasizing what to do versus what not to do.
I Go to Preschool (Bus)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Hmong)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Ojibwe)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Somali)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Bus) (Spanish)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Hmong)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Ojibwe)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Somali)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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I Go to Preschool (Car) (Spanish)
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
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Recommended Citation for the Teaching Tools
Lentini, R., Vaughn, B. J., & Fox, L. (2008). Creating Teaching Tools for Young Children with Challenging Behavior [CD-ROM]. (Technical Assistance Center on Social Emotional Intervention, University of South Florida, 13301 Bruce B. Downs Tampa, FL 33612)
New skills for kids & behaviour management
Helping children learn new skills as part of behaviour management
When children can do the things they want or need to do, they’re more likely to cooperate.
They’re also less likely to get frustrated and behave in challenging ways. This means that helping children learn new skills can be an important part of managing behaviour.
When children learn new skills, they also build independence, confidence and self-esteem. So helping children learn new skills can be an important part of supporting overall development too.
Here’s an example: if your child doesn’t know how to set the table, they might refuse to do it – because they can’t do it. But if you show your child how to set the table, they’re more likely to do it. They’ll also get a sense of achievement and feel good about helping to get your family meal ready.
There are 3 key ways you can help children learn everything from basic self-care to more complicated social skills:
- modelling
- instructions
- step by step.
Remember that skills take time to develop, and practice is important. But if you have any concerns about your child’s behaviour, development or ability to learn new skills, see your GP or your child and family health nurse.
When you’re helping your child learn a skill, you can use more than one teaching method at a time. For example, your child might find it easier to understand instructions if you also break down the skill or task into steps. Likewise, modelling might work better if you give instructions at the same time.
Modelling
Through watching you, your child learns what to do and how to do it. When this happens, you’re ‘modelling’.
Modelling is usually the most efficient way to help children learn a new skill. For example, you’re more likely to show rather than tell your child how to make a bed, sweep a floor or throw a ball.
Modelling can work for social skills. Prompting your child with phrases like ‘Thank you, Mum’, or ‘More please, Dad’ is an example of this.
You can also use modelling to show your child skills and behaviour that involve non-verbal communication, like body language and tone of voice. For example, you can show how you turn to face people when you talk to them, or look them in the eyes and smile when you thank them.
Children also learn by watching other children. For example, your child might try new foods with other children at preschool even though they might not do this at home with you.
How to make modelling work well
- Get your child’s attention, and make sure your child is looking at you.
- Move slowly through the steps of the skill so that your child can clearly see what you’re doing.
- Point out the important parts of what you’re doing – for example, ‘See how I am …’. You might want to do this later if you’re modelling social skills like greeting a guest.
- Give your child plenty of opportunities to practise the skill once they’ve seen you do it – for example, ‘OK, now you have a go’.
Instructions
You can help your child learn how to do something by explaining what to do or how to do it.
How to give good instructions
- Give instructions only when you have your child’s attention.
- Use your child’s name and encourage your child to look at you while you speak.
- Get down to your child’s physical level to speak.
- Remove any background distractions like the TV.
- Use language that your child understands. Keep your sentences short and simple.
- Use a clear, calm voice.
- Use gestures to emphasise things that you want your child to notice.
- Gradually phase out your instructions and reminders as your child gets better at remembering how to do the skill or task.
A picture that shows your child what to do can help them understand the instructions. Your child can check the picture when they’re ready to work through the instructions independently. This can also help children who have trouble understanding words.
Sometimes your child won’t follow instructions. This can happen for many reasons. Your child might not understand. Your child might not have the skills to do what you ask every time. Or your child just might not want to do what you’re asking. You can help your child learn to cooperate by balancing instructions and requests.
Step-by-step guidance: breaking down tasks
Some skills or tasks are complicated or involve a sequence of actions. You can break these skills or tasks into smaller steps. The idea is to help children learn the steps that make up a skill or task, one at a time.
How to do step-by-step guidance
- Start with the easiest step if you can.
- Show your child the step, then let them try it.
- Give your child more help with the rest of the task or do it for them.
- Give your child opportunities to practise the step.
- When your child can do the step reliably and without your help, teach them the next step, and so on.
- Keep going until your child can do the whole skill or task for themselves.
An example of step-by-step guidance
Here’s how you could break down the task of getting dressed:
- Get clothes out.
- Put on underpants.
- Put on socks.
- Put on shirt.
- Put on pants.
- Put on a jumper.
You could break down each of these steps into parts as well. This can help if a task is complex or if your child has learning difficulties. For example, ‘Put on a jumper’ could be broken down like this:
- Face the jumper the right way.
- Pull the jumper over your head.
- Put one arm through.
- Put your other arm through.
- Pull the jumper down.
Forwards or backwards steps?
You can help your child learn steps by moving:
- forwards – teaching your child the first step, then the next step and so on
- backwards – helping your child with all the steps until the last step, then teaching the last step, then the second last step and so on.
Learning backwards has some advantages. Your child is less likely to get frustrated because it’s easier and quicker to learn the last step. Also the task is finished as soon as your child completes the step.
Often the most rewarding thing about a job or task is getting it finished!
In the earlier example, you might teach your child to get dressed by starting with a jumper. You’d help your child get dressed until it came to the final step – the jumper.
You might help your child put the jumper over their head and put their arms in – then you might let your child pull the jumper down by themselves. Once your child can do this, you might encourage your child to put their arms through by themselves and then pull the jumper down. This would go on until your child can do each step, so they can do the whole task for themselves.
When your child is learning a new physical skill like getting dressed, it can help to put your hands over your child’s hands and guide your child through the movements. Phase out your help as your child begins to get the idea, but keep saying what to do. Then simply point or gesture. When your child is confident with the skill, you can phase out gestures too.
Tips to help children learn new skills
No matter which of the methods you use, these tips will help your child learn new skills:
- Make sure that your child has the physical ability and developmental maturity to handle the new skill. You might need to teach your child some basic skills before working on more complicated skills.
- Consider timing and environment. Children learn better when they’re alert and focused, so it can be good to work on new skills in the morning or after rest time. It’s also good to avoid distractions, like the TV or younger siblings.
- Give your child the chance to practise the skill. Skills take time to learn, and the more your child practises, the better.
- Give lots of praise and encouragement, especially in the early stages of learning. Praise your child when they follow your instruction, practise the skill or try hard, and say exactly what your child did well.
- Avoid giving negative feedback. Rather than saying your child has done it ‘wrong’, use words and gestures to explain 1-2 things your child could do differently next time.
Remember that behaviour might get worse before it improves, especially if you’re asking more from your child. A positive and constructive approach can help – for example, ‘Well done for getting the knots on your laces right! Would you like to do the loops together today?’
How easy it is to teach a child 4-6 years old to read - the best methods and exercises
How to understand that it's time
To the question "When is it time for a child to be able to read?" there is no ready-made answer, but we want to immediately warn against two misconceptions:
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“It is not necessary to teach a child to read at home, they will teach you at school anyway.” Yes, they will. But remember: the first year at school is the most intense in all 11 years of study. For some 4-5 months in the 1st grade, the child goes through the alphabet "from" and "to", learns to read, write, and the rest of the time he studies the basics of the Russian language.
Therefore, it will be great if he has a reading skill before school. This will reduce the burden on the child. nine0005
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"There is no time to waste - the sooner the baby begins to read, the better." All children are different and develop at their own pace. Therefore, you should not impose teaching reading to a preschooler as soon as he is 4-5 years old, if the student himself does not yet show interest in this activity. Instead, you can begin to develop an interest in reading through bright and engaging books. A good option would also be games that involve letters.
The indicator to be guided by is not the age of the preschooler, but his speech skills. nine0005
It's time to learn to read if...
If the speech development of a preschooler proceeds without gross violations. Let's figure out what criteria will help you find out if a child is ready to learn to read:
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Understanding addressed speech.
The kid must understand sentences, phrases, individual words that others around him turn to.
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Vocabulary. The more words a child knows, the better he will understand what he read. It will also help him communicate with adults and other children. nine0005
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Grammar. The ability to correctly build sentences, select and change words is important for children who are learning to read.
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Pronunciation. For learning to be effective, the child must know how to pronounce words without gross errors.
Remember: at preschool age, a child may have minor mistakes in grammar and pronunciation - this is normal. Over time, these violations will be corrected, and they should not be considered an obstacle to reading. But if the baby is not yet very confident in speaking, do not rush him to read - this will not help develop speech, but only demotivate. nine0005
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How to make learning to read easier for preschoolers
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Praise more and never scold
It's hard for us adults to imagine how difficult it really is for a baby to learn from scratch such a complex skill as reading. After all, being able to read means being able to correlate a sound with a letter or a combination of letters, connect sounds, understand the meanings of the words read and the meaning behind the text. nine0005
If parents take the child's progress for granted and express dissatisfaction when the child does not understand something, this will not push the future student to development, but will only complicate the process. Therefore, it is important to praise for small victories: I learned the letter that was passed last time - great, I coped without my father's help with the word as much as two syllables - clever.
Do not take failures as a consequence of the negligence of the little student. When a child does not understand the first time, this is an occasion to look for another explanation or give more time to practice. If you feel tired and irritated, you should stop the activity and return to it in a good mood. nine0005
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Exercise little but regularly
Do not expect perseverance and a desire to spend hours figuring out unfamiliar letters from your baby. It is difficult for preschoolers to keep their attention in a lesson for more than 25 minutes, and even such small classes should be interrupted with physical education minutes and games so that the child does not get bored. This is exactly how Skysmart prepares for school: 25-minute classes with breaks for outdoor games.
But regular practice is important - much more important than the duration of the session.
And it doesn’t have to be just lessons: you can look for familiar letters on signs during a walk, on a door plate in a children’s clinic, on a package of your favorite corn flakes. nine0005
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Read books aloud
In a series of studies conducted by Dr. Victoria Purcell-Gates among five-year-olds who could not yet read, those children to whom their parents regularly read aloud for two years expressed their thoughts in more literary language, built longer phrases and used more complex syntax.
In addition, reading aloud with adults contributed to the expansion of the children's vocabulary, as parents explained the meanings of new words that children did not encounter in everyday life. nine0005
Expert Opinion
According to neuroscientist Marianne Wolfe, book evenings with parents help develop a love of reading because the child establishes a connection between reading aloud and feelings of love and warmth.
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Discuss read
The role of communication in teaching literacy cannot be overestimated. At first, it is important to ask if the future student is interested, if he is tired, what was remembered from the lesson. When a preschooler learns to read coherent texts, be sure to ask questions about their content. nine0005
It's great if the child reads on his own and without the prompting of the parents, but even in this case, do not deprive him of the opportunity to discuss what he has read with you. For example, you can ask:
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Which of the characters do you like?
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Do you think this character is like you? Would you like to be like her?
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What would you do if you were a hero?
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Why did the described event happen? How are these two events related? nine0005
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How did what you read make you feel?
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What do you remember most from what you read?
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What do you think the author wanted to teach? Why did he write this? Do you agree with the author?
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Go from simple to complex
From the correspondence between sounds and letters to syllables, from short words to longer and more complex words. It would seem that this is obvious, but no: sometimes parents are so happy with the success of the child at first that they push him to study more complex topics than he is ready to accept. Of course, the program should adapt to the future student, but you should not skip steps, even if the child is making progress.
nine0004 There are methods that offer to teach a child to read by memorizing whole words.Alas, experiments show that such techniques generally work worse. For example, a group of scientists from the United States came up with an artificial alphabet and offered subjects to learn it, and then read the words written using this alphabet. At the same time, some subjects were immediately explained the principles of correspondence between sounds and letters, while others had to derive reading rules on their own based on whole words. It turned out that the first group copes with reading new, previously unfamiliar words better than the second. nine0005
Therefore, we advise you to choose those teaching methods that involve clear instructions about the relationship between sound and letter - and this is especially important for those children who have difficulty reading. Below we have compiled a few of these techniques that you can use to teach your preschooler at home.
It is important to select questions individually, based on the age of the child. With younger children, discuss everything together, ask simple questions, direct their attention to some facts. The complexity of the questions should increase in proportion to the age of the child. The older he is, the more difficult the tasks should be, and the questions can already affect the "reflection" of their feelings and experiences. nine0005
Methods of teaching preschoolers to read
Warehouse reading
The way to teach a child to read through warehouses was actually used in Rus', but for modern parents this technique is associated with the name of the philologist Nikolai Alexandrovich Zaitsev. nine0005
Zaitsev suggests not focusing on the study of individual letters, as it can be difficult for students to understand how letters can merge into syllables and words. Teaching a child to read by syllables is also not always easy: one syllable can be quite long ( shine, ruble ), and the boundaries of syllables are not obvious ( Lun-tik or Lu-ntik ?). Therefore, in Zaitsev's methodology, a warehouse is used as the main unit.
Warehouse can be a combination of a consonant and a vowel (pa-pa, ma-ma), a single consonant or vowel (de- d , i-s -li, A -le-sha), as well as a combination of a consonant with a hard or soft sign (ma- l -chi-k, po- d -yem).
In order for a preschooler to understand the differences between the recording of voiced and soft, vowel and consonant sounds, different types of warehouses have their own cube size, color and content, thanks to which the cubes sound when they are shaken. Cubes affect several channels of perception at once, and warehouses should not just be pronounced, but sung - this way, according to the author of the methodology, learning is more interesting and effective. nine0005
One of the advantages of the technique is that children willingly play with blocks themselves, and the process of learning to read becomes active and mobile.
Syllabic reading
This technique, according to some sources, was developed by the Romans. Later, Nadezhda Sergeevna Zhukova, a Soviet and Russian speech therapist, created a primer based on it. In it, she built her own system in which sounds and letters are sequentially introduced into speech.
Due to the fact that the concept of a syllable is introduced at an early stage, it is faster and easier to teach a child to read syllables together. By the way, as in Zaitsev's technique, it is proposed to sing syllables, and not just pronounce them. nine0005
Based on the syllabic method, Zhukova developed a set of teaching aids - copybooks, copybooks and a book for reading. Benefits will help teach children to read correctly 6 and 7 years old at home.
Both techniques for teaching preschoolers to read are used in the Skysmart Ready for School course. The course consists of two stages: first, children get acquainted with letters and warehouses, which allows them to quickly start reading simple words, and then they learn what a syllable is. Gradually, we introduce more complex syllabic constructions, move on to reading phrases and sentences. nine0005
Sound analytical-synthetic teaching method
This method originated in the USSR and is still considered the main one in Russian schools and kindergartens. It was developed by the Soviet teacher and Russian language methodologist Voskresenskaya Alexandra Ilyinichna.
Same as N.S. Zhukova, Voskresenskaya proposed her own order in which children should learn letters and sounds. The principle of this sequence was that the child first learned the letters that can be combined into simple syllables, and then moved forward in the level of complexity. As a result, children learn syllables in this order:
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Two-letter syllables (including one consonant): am, ma, ra, etc. and simple words from them: ra-ma, ma-sha, Pa-sha, etc.
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Three-letter syllables with a central vowel: poppy, lat, etc.
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Combination of the first two stages into words: sa-lat, earth-la, etc.
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Words of three syllables and six letters: az-bu-ka, ve-se-lo, etc.
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Words of two syllables and six letters: question-ros, tea-nick, etc.
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Words with a combination of vowels at the beginning and at the end of the word: chair, March, etc.
In this way, children simultaneously prepare for more complex syllables at each stage and reinforce what they have learned earlier.
Exercises for learning to read
Learning to read, as a rule, takes place in several stages. First, the child listens to the sound, visually remembers the letters. Different games will help with this, where you need to look for letters, invent words, etc. When this stage is over, you can move on to syllables and games to work them out. And only after that it will be possible to proceed to words, and then to sentences and texts. nine0005
Letter memory exercises
The first step is to teach your child to recognize letters. To do this, you can use pictures with hidden letters. We use such exercises in the preparation for school lessons in Skysmart.
Ask your child to identify what letter a word begins with, or name as many words as possible that begin with a certain letter.
Next, we train to distinguish correctly written letters from incorrect ones. This is also important for learning to write: preschoolers often mirror letters or distort individual elements. nine0005
Exercises for vowels and consonants
To learn how to distinguish between vowels and consonants, tasks will help you determine the sound with which a word begins.
It will also help to remember the difference between vowels and consonants and search for an extra letter.
Word building exercises
When the child can read short words, ask him to form a word from the letters on his own.
Composing words from syllables is convenient if you have cubes at hand, but you can also try on paper.
Another good exercise is to fill in the missing letter in a word. Children perform such tasks in the lessons in the Skysmart online school.
For more colorful and fun reading activities, check out the Skysmart Ready for School course. Attentive teachers will help the child learn to read, count and express themselves through creativity. Classes are held online at a convenient time for the child and parents. Try it for free with an introductory lesson! nine0005
How to teach a child to count to 10, 20, 100
How to teach a child to count
Many children come to the first grade already with counting skills, so it is important for parents to teach them in advance. Today there are many techniques that make it interesting and fun.
Do not impose learning to count, it should be easy: in the course of daily activities or games. Count familiar objects together, gradually complicating the tasks. For example, he easily visualizes two oranges or four plates, but hardly abstract sets. nine0269
When to teach your child to count
Most experts believe that the best time to teach kids to count is 3-5 years. It is at this age that the child begins to be interested in new things and learns to establish patterns between numbers. However, everything is very individual. If the baby is actively exploring the world and is interested in mathematics earlier, you can start learning from the age of 1.5.
What methods to use to teach counting
We have collected proven methods that allow you to do this in a playful way that is interesting for the child. nine0005
- Finger counting . The technique helps to understand how to teach a child to count to ten. It will be difficult for a baby to remember all the numbers at once, so you can start with five and focus on the fingers of one hand. Introduce the child to their names, then connect the other hand. You can use finger games when one disappears or two or three fingers meet together.
- Using learning cards and sticks . You can lay them out one by one on the table and name the numbers, then move one part of the sticks to the right and the other to the left and ask how many sticks are in each part.
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- Number games . Teaching children to count can take place in a playful way. For example, the role-playing game "shop". You need to choose who will be the seller and who will be the buyer, and assign a currency. Selling or buying sweets and toys, the child will easily remember the numbers up to ten and even up to twenty.
- Montessori method . It's like playing shop. You can give the child different coins, for example, a ruble, two, five, and ask him to calculate the amount or change money. nine0010
- Doman technique . The author recommends using cards with red dots for counting. The color will attract the baby's attention.
- Hundred Account . Nikolai Zaitsev suggests immediately showing numbers from 0 to 99. So the child will understand how many tens and units each number makes.
- Polyakov's method .
You will need cubes, a box with compartments according to the number of cubes and numbers. First, one cube is taken, placed in a cell and the number 1 is placed next to it. And so on up to 100.
How to teach your child to count to 20
To teach your child to count to 20, use two pairs of hands - yours and his own. You can also use cubes, cards, sticks or draw dashes - whatever comes to mind. Such an account is given as easily as up to 10. At this stage, the child needs to understand the composition of the number.
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How to teach a child to count up to 100
Tell your child that there are only nine tens, then name each tens: ten, twenty, thirty, and so on. Invite him to memorize 10 new digits of each ten every day. At the end of the day, ask what the child remembers and repeat what they have learned on other days. To simplify repetition, you can count the objects that are in front of you. After the child has mastered the tens, invite him to play a game: write a series of numbers with tens and skip one number in the middle. Ask your child to complete the pass. nine0005
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You can also use Glen Doman's method. First, the child needs to be shown cards with no more than five dots, then increase their number to 20, 50, and then up to 100. This method will also help train visual memory.
It is important to draw the child's attention to the numbers from 11 to 19, as they are called differently from the rest.
Source: freepik.com
How to teach your child to add and subtract
To teach a child to solve examples, visualization is needed again. Bend and bend your fingers, remove and take out sweets.
Addition and subtraction are reciprocal operations. This connection needs to be conveyed to the child. That is, to demonstrate that 2+1 = 3 is the same as 3−1 = 2 and 3−2 = 1. If the child has mastered the principle, there will be no problems with other numbers.
To teach your child to add and subtract within 20, you need a number line. For example, 5+3. We find the number 3 on the beam and take five steps to the right. You can do the same with your fingers. So you can teach to count with the transition through a dozen and without. nine0269
Actions with the transition through ten have a peculiarity: you need to know the composition of the number and the pair of numbers that together form a ten (1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5). For example, 7+6. Seven to ten lacks three, that is, it turns out 7 + 3 + unknown. The six gave away three to ten, which means that there are still three left. Then it turns out: 7+3+3.
How to teach a child to count in columns
Explain that in addition and subtraction, all actions are performed in digits: tens with tens, ones with ones. For example, 31 + 12: a three is added to a unit, a unit to a two. nine0005
To simplify, you can do training exercises - for example, write numbers under each other. Number 6 at the bottom, 12 at the top. It is important to explain to the child that six should be under the number 2, and not 1, as it refers to units.
Start with simple examples where numbers add up to a number less than 10. Then you can move on to examples with a transition through ten: for example, 25 + 16. 5 + 6 add up to 11. Then we write the unit from 11 under the line, and we remember the unit as a ten. When we add the tens, we get 2 + 1 and another +1, which we kept in our heads. nine0269
In the case of subtraction, you should also start with simple examples, gradually moving on to more complex ones. For example: 25-16, in the column where there are ones, 5 less than 6, explain to the child that in this case we kind of “borrow” a unit from tens.
For convenience, you can use the symbols that are marked in blue in the figure. In the first case, a ten is added, in the second, a dot serves as a reminder of a “busy” ten.
Counting games and exercises
Lego
Build towers with a certain number of blocks to teach your child to count. Later Lego will be needed in the development of fractions.
Fairy tales
Read to your child passages from fairy tales that contain numbers. He needs to clap as soon as he hears them.
Coloring pages with examples
You can teach your child to add and subtract through coloring pages, where an example is written in each cell, by solving which the child will recognize the color.
Board game "Strawberry paths"
There are two types of cards in the game: "Picking berries" and "Sharing berries". In the first case, you need to string a certain amount on your thread, and in the second, subtract, that is, give away. In the process, you need to count the berries and compare.
Dominoes with numbers
The principle is the same as with pictures. One domino with two numbers around the edges is laid out by the child, the parent picks up a die with one of the numbers.
