When do toddlers recognize letters
FAQ: Your Reading Child
Q: How old should a child be when he or she learns to recognize letters?
A: Most children learn to recognize letters between ages 3 and 4. Typically, children will recognize the letters in their name first. By age 5, most kindergarteners begin to make sound-letter associations, such as knowing that “book” starts with the letter B.
Q: How old should a child be when he or she learns to read?
A: By age 6, most 1st graders can read some words aloud with ease. Typically, children recognize their names and some sight words. At this age most children can sound out some letter combinations. By 2nd grade, most children are able to sound out a simple book.
Q: What is phonics?
A: Phonics is simply the method of teaching someone to read by sounding out letters and letter groups. Phonics practice can involve reading books with only simple words, many of which rhyme or have similar letter patterns.
Q: How do you read with a child who is just learning letters and sounds?
A: To introduce the concept of letters and sounds, start by showing your child the letters in her name. Name each letter and sound out each sound. You can do this with other words that interest her (mom, dad, baby, etc.). Once your child knows most of the letters in the alphabet, point to letters in the books you read with her, and ask her what they are. Show her how you sound out simple words:
This word starts with “D” which is the “duh” sound. Then there’s an “o” and a “g”. The “g” makes a “guh” sound. “Duh”-o-“guh”. Do you think that word is dog?
As your child learns to read, try alternating pages in a simple book — you read one page, she tries to read the next.
Q: What are appropriate books for my child’s age and/or level?
A: Using Lexile Measures or Leveled Reading, your child’s school has probably determined the level at which your child is reading. Your goal is to help your child pick books that are challenging, but not too hard to enjoy. Librarians, teachers, and online databases like those at www.lexile.com can help.
Q: What is leveled reading?
A:Leveled reading is a way to match a reader to a book that is at the just-right level for him.
An emerging reader needs to be challenged to read more difficult books, but the books can’t be too hard for him to attempt on his own. When entering a leveled reading program, a student first takes a test to determine his level.
Q: What is a Lexile Measure?
A: Both books and readers can be measured using the Lexile Framework. If your student has taken a test at school and received a Lexile Measure, you can visit www.Lexile.com to learn how to best use this information, including ways to find the perfect level book for your child.
Q: My child isn’t reading at his grade level and he says she “hates” reading. What should I do?
A: If your child falls behind even in early elementary school, you may want to have her evaluated for a learning disability. Even if the result is inconclusive, it’s best to know if your child has any special issues, as there are methods to teaching reading to children with special needs that work better than some traditional reading programs.
Alternately, your child might just need more engaging books. There are many books available, such as the Captain Underpants series, as well as comic books, which “reluctant readers” love. Keep your child engaged with reading by encouraging her to read what she enjoys.
Q: Where can I find lists of quality children's books?
A: The Association for Library Service to Children grants book and media awards to the best offerings for children. This is where you can find information on recent Newbery Award winners (most distinguished contribution to American literature for children) and Caldecott Medal winners (most distinguished American picture books), among others. This site also houses multiple book lists for children
Q: How can I encourage my child to read despite all the other distractions?
A: The best way to show that reading books can be fun and rewarding is to model the behavior you want from your children After dinner or on a lazy weekend afternoon, instead of turning on a movie or the TV, curl up with your own book, and encourage your child to do the same.
Young children also love being read to, and if you are tired of the books in your house, a trip to the library can give you a new stack to read. Even if this only happens once a week, it may become a cherished family tradition.
At What Age Should a Child Know the Alphabet? – Smaller Scholars
As children grow, they naturally hit learning milestones. One of the most critical educational milestones a child must reach is learning the alphabet, which prepares them for reading and writing.
But at what age should a child know the alphabet?
In this article, you will learn at what age a child should know how to recite the alphabet, recognize and write individual letters, learn letter sounds, and eventually learn how to read. Read on to make sure your little one is on the right track!
At What Age Should a Child Know the Alphabet?
Recitation
Typically, by the age of three, children should be able to recite the alphabet. However, every child is different.
Some toddlers may learn in their twos, and others might not pick it up until the late threes.
Children generally learn how to recite the alphabet through repetition. If you sing the ABC song to your kids often, they are more likely to pick it up quicker, just as they would any song.
Recognition
Most children can recognize letters between the ages of three and four. Most kids will recognize the letters in their name first.
For example, a boy named Jace will probably be able to remember what the letter “J” looks like as well as recognize most other letters in his name. Similar to alphabet recitation, use repetition to teach your children about recognizing individual letters. You may ask them, “What letter is that?” whenever you see an isolated letter.
Writing
By ages four to five, children will start writing letters. Children will learn to write the alphabet in preschool and kindergarten, but it may be beneficial to have your child practice writing his/her letters at home.
Most children at this age know that written symbols represent messages and may be interested in writing on their own. One of the easiest ways children learn how to write letters is to begin tracing them.
Additionally, teaching your child how to write his/her name is an important step that will ultimately help them become familiar with writing the rest of the alphabet.
Sounds
By five years old, children will start to associate letters with their accompanying sounds, otherwise known as phonics. In other words, around the age of five, children should be able to reason that the word “book” starts with the letter B.
Children begin learning phonics in kindergarten, which is a vital step to decoding written text and begin reading.
Reading
By six years old, first graders should be able to read words aloud with ease. For the most part, children can recognize sight words and their names. Moreover, children can decode some words by sounding out their letter combinations.
By second grade, a child should be able to sound-out a simple book. By the third grade, your child should be able to read independently and fluently. By this point, your child should be a master of the alphabet and is ready to master the art of reading!
What If Your Child Isn’t Learning at the Rate S/He Should?
It’s important to remember that every child is different and may learn at a different rate. If your child isn’t learning the alphabet at the pace s/he should, one reason may be because s/he isn’t interested or is simply undergoing a minor setback.
However, if your child is falling severely behind, it’s important to find out if your child truly has a problem learning or if it is nothing to worry about. Therefore, work one-on-one with your child to determine if there is a problem. For example, practice reading and writing with your child. If s/he is having a hard time comprehending the instruction or if it’s taking him/her an abnormally long time to do the task, consider talking with your child’s teacher about it.
In the end, if you suspect your child might have a reading or learning disability, discuss it with a doctor. If your child is truly suffering from a reading disability, it can cause him/her to fall behind in his/her education. The sooner you seek help, the sooner you will be able to find a solution that works for your precious little one!
Learn the Alphabet at a Top-Tier School!
So at what age should a child know the alphabet? Learning the alphabet is an ongoing process. That being said, it’s crucial to enroll your little one in a school that will not only teach him/her but also helps develop in him/her a love of learning.
Smaller Scholars Montessori Academy helps children become more confident, creative, and independent through the acclaimed Montessori experience. You can enroll your child in the toddler program, which is for kids between the ages of eighteen months and three years, or in the primary program, for children between three and six years. In both programs, children have a rich classroom environment in which they are encouraged to explore, learn, and thrive.
Then, as children grow older, they can explore the elementary program for kids up to twelve years old.
What are you waiting for? Ensure your child learns the alphabet and how to read by enrolling your child in Smaller Scholars Montessori Academy! Contact them to learn more.
HOW YOUR CHILD WILL SPEAK DEPENDS ON YOU
More than fifty years ago there were only 16 speech therapists in Moscow. In 1951, the defectological faculty of the Moscow State Pedagogical Institute (now the university) graduated 30 specialists in correcting speech defects. Currently, thousands of speech therapists work in our country - graduates of Moscow Pedagogical Universities, as well as pedagogical institutes of regional and republican centers. And yet the problem of speech disorders remains relevant to this day. In every preschool institution, in every school, there are children with speech impediments. Special kindergartens and schools have been set up for children with complex speech disorders.
And there are many such schools. What's the matter? How to prevent speech disorders in a child? After all, this shortcoming prevents him from successfully studying, being confident in his abilities, and making it difficult to choose a profession. To answer these questions, the editors asked Marianna Konstantinovna Shokhor-Trotskaya (Burlakova), a teacher-defectologist with fifty years of experience, one of the leading domestic specialists in overcoming speech disorders in children and adults, the author of more than a hundred scientific papers.
Games of botanical dominoes or lotto with pictures develop the child's visual attention.
A baby who has barely learned to walk enjoys drawing with colored crayons on the pavement. This activity promotes fine motor skills of the fingers.
At the age of three, many babies already know how to write some letters and have an idea of the number.
A one and a half year old child recognizes objects familiar to him in the plot pictures.
Stages of development of speech and thinking in a child.
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SPEECH - BRAIN FUNCTION
There are no special organs of speech in humans. Speech is realized with the help of articulation and respiratory apparatus, chewing, swallowing, providing the processes of voice formation. The central link of the entire speech apparatus is the cerebral cortex (for right-handers it is predominantly the left hemisphere, for left-handers it is the other way around), where the representations of the dominant hand, speech-auditory and kinesthetic (muscle) analyzers are concentrated.
In a child, the development of speech is divided into three periods. The first - preparatory - includes screaming, cooing and babbling. By crying, the baby gives a signal to parents, for example, that he is hungry. And thanks to the vocal reactions of humming (sounds like ay , eu ), gradually acquiring a different intonation coloring, it assimilates the intonation system of the language, copies the intonations of the people around it.
Cooing is a consequence of randomly arising positions of the future articulatory apparatus - lips, tongue, soft palate, pharynx and larynx. It is the same for children all over the world. It is also observed in deaf babies who have not had sound contact with their mother.
By six to eight months of life, the baby begins to babble, pronounce sounds like ma, pa, ba, na, di (go), yes (give), etc. The sound composition of babble is the result of kinesthetic "tuning" of the articulatory apparatus by auditory, acoustic imitation of the speech of others. At the same time, the child masters the elementary syllabic structure of the word, which, as a rule, consists of one syllable. If the cooing does not turn into babbling, parents should worry about whether the baby is okay with hearing.
In the second period, from about eight to nine months of life, the baby begins to globally perceive the sound of certain words, with a look or a pointing gesture, "answer" the questions: "where is dad?", "where is the bird?".
He rejoices that he is understood, imitates adults in playing with toys, in manipulating a spoon, a cup. There are no words yet, but intonations-exclamations are already varying: feelings of joy and discontent are vocalized, accompanied by characteristic sounds: a-a-a , woo0030 . The babbling becomes longer, the intonation coloring is enriched, the sounds begin to repeat ( ba-ba-ba , ma-ma-ma ) and turn into words, which, in turn, become components of thinking. And although the pronunciation of words is still very imperfect, the child puts a certain meaning into them. Seeing that mother has come or gone, he says the word ma-ma . These are the so-called sentence words. By the end of the first year of life, onomatopoeic words like 9 appear0029 av-av (dog), bb (car), tick-tock (watch).
In the third period, counting from the second year of life, the baby already understands the speech addressed to him, according to the word he performs simple instructions.
He has a purposeful pointing gesture, accompanied by sounds with intonation of demand, which mean: name. The child persistently moves his index finger from one object to another, several times returns to the already "passed" objects, until he is "satiated" with the consciousness that different objects have different names. The period of an active pointing gesture is a big leap in the formation of the first stage of children's concrete-figurative thinking, associated with the primary isolation of the sound envelope of a word by ear. At this time, the child's passive vocabulary is laid. The rapid development of speech understanding is several months ahead of the development of oral speech. Quite often, the pause between the time when the child began to point a finger at a particular object, and the moment when he pronounces the word denoting the object, has five to eight months. Finally, the turn comes when the baby makes an attempt to connect two words into a phrase ( mother, give ).
A hearing child, perceiving the correct, not lisp speech of the mother, begins to speak at 14-18 months from the date of birth. Different children develop speech in different ways. In some, a statement of two or four words is formed rather slowly, but such babies, by about a year and eight months, master the pronunciation of almost all the sounds of their native language. Another group of children rapidly develops the melody of speech, they pronounce long phrases, but operate with several syllables, they do not pronounce many sounds. In such cases, only the mother can make out what her baby said. It is noticed that girls begin to speak earlier than boys; this is probably due to the more plastic nervous system of the former.
By the age of one and a half, the first period of questions arises: "what is this?". In the active dictionary of such a little man there are already 30-35 words, consisting of one or two syllables and pronounced using six to eight sounds with different syllabic variations, which not every adult understands, but this is communication through speech.
By the age of two, a baby's vocabulary reaches about 300 words. He actively uses adverbs and verbs. In the third year of life, he learns the first grammatical forms, builds verbose phrases with complex and subordinate clauses, prepositions, adjectives, adverbs, interrogative words. After two and a half years, the child, in addition to an abundance of adjectives, participles, complex prepositions appear through , along , etc., and by the end of the third year of life - connecting conjunctions and pronouns. The main formation of speech ends, but its improvement continues in the fourth and fifth years of life. This is a period of questions: "why?", "why?".
CAUSES OF SPEECH DELAY AND IMPAIRMENT IN PRESCHOOL AGE
If the child was born healthy, a delay in his speech development may occur. due to incorrect actions of adults during the preparatory period: with insufficient verbal communication with the baby, inattention to his auditory perception, imitation of sounds and the words of an adult, with untimely development of intonational expressiveness speech and semantic connections between the word and the subject.
Before speaking, the baby must train the muscles of the speech apparatus. This happens when he coos, babbles, breathes, swallows, suckles, chews. It has been noticed that children who were breastfed face speech difficulties less often than artificial ones, and those who were introduced to solid food in a timely manner speak much more clearly than their peers who were stuffed with liquid cereals and mashed vegetables almost before school.
Speech disorders are caused by various reasons: congenital anomalies of the central nervous system, cerebral cortex, palate, tongue, nasal breathing defects and a decrease in the muscle tone of the soft palate (such a pathology leads to nasality), mental trauma (for example, in impressionable, neurotic-prone children startle reaction can provoke stuttering), etc.
A child who was born deaf or who lost his hearing as a result of an illness in the first weeks and months of life will not learn to speak until a teacher of the deaf (a specialist who teaches speech to deaf children) teaches him "lip reading", teaches him to pronounce individual sounds, and then words with based on tactile, kinesthetic, and visual perception.
Such classes should begin at the age of three or four.
The development of speech and thinking is closely related to the development of fine motor skills and coordination of finger movements. Children working with the designer, doing origami, modeling from plasticine, embroidery and other types of needlework, as a rule, are able to reason logically. They have a well-developed memory and attention.
Often, the retraining of a left-handed child to do everything with his right hand leads to a delay in speech development and speech disorders. Modern mothers know that babies should not be swaddled. Any restriction of the infant's movements inhibits not only the formation of motor skills, but also the timely development of speech functions. In a right-handed person, the actions of all moving parts of the body, and especially the fingers, speech, articulatory apparatus (larynx, pharynx, tongue, lips, soft palate) are genetically laid down in the left hemisphere of the brain, in the left-handed person - in the right hemisphere.
If the left-hander is not allowed to actively work with his left hand, then he will experience a spatial breakdown in the formation of movements: the movements of the right, non-dominant hand will be stimulated, and the main, leading hand will remain without stimulation. By retraining the baby to hold a spoon or a pencil in his right hand, parents thereby shift the innate functions of his leading right hemisphere to the left, in which he does not have a "projection" base for fine finger movements and articulation apparatus. As a result, speech developing on the basis of auditory perception "does not know" in which hemisphere it "settles". That is why often left-handers, who from infancy were diligently forced to do everything with their right hands, later begin to speak, pronounce many sounds incorrectly, are awkward in their movements, cannot dance, and have no ear for music. But it is no less important that the emotional-volitional sphere of the child is violated. We know that every action causes a reaction.
The child becomes either stubborn or broken: weak-willed, suspicious, insecure. He begins to fix attention on his speech difficulties, deeply worries about trifles. For this reason, he may develop a stutter. And it is difficult to overcome it. A left-handed kid needs to be given freedom of action, and he himself will learn to do a lot with both hands.
DEVELOPMENT OF SPEECH AND THINKING
The English philosopher, teacher and psychologist of the 17th century John Locke, in his monograph on the upbringing of children, very accurately noted that a person’s consciousness, his character, culture, upbringing and thinking depend on what his parents laid in him before the age of five.
The most important period of emotional and intellectual development of a child falls on the age of up to three years. From the first days of life, a newborn reacts not only to the tactile perception of mother's hands, bright light, but also to sounds, the timbre of the voice of the mother and other people, and most importantly, to intonation (it is known that the most affectionate words uttered with a threatening intonation, even an adult can plunge into fear).
It is not for nothing that lullabies that soothe and lull a baby are passed down from generation to generation. It is very important that a child from the first days of life listen to his mother's singing of lullabies or folk songs. It should be quiet but legible. The current tendency to replace mother's singing with tape recordings of classical or popular music does not stimulate the child's perception of the melody and vocabulary of the native language. Such concerts sometimes simply deafen him.
Be sure to respond to the crying of the child. In the first months of life, he can only tell you that he is experiencing discomfort, that he is cold, wet, or very hungry. In addition, screaming or crying is also an attempt to communicate. The kid makes you understand that he is bored and wants to see his own face.
Speak with the baby literally from his very birth, pronouncing the words competently, slowly and clearly, without any lisping. It does not matter that he still does not understand the meaning of your words, but he is sensitive to intonation and perfectly captures it.
All actions - bathing, dressing, feeding, etc. - accompany with a semblance of a conversation. For example: "Now I'll see what you don't like, why are you fidgeting, crying." Speech should be slow and gentle. The newborn best perceives melodic vowel sounds, sung in a singsong voice. It is important that the baby sees your facial expressions, lip movements. Pronounce sounds especially carefully o , u, e . It is them that subsequently many children pronounce indistinctly, sometimes replacing them with others - at , e . Because of this, at school they write words with the letters to , and , to , to ( to ) with errors. When talking with a baby, always remember that you have a responsible task - to instill innate literacy in your son or daughter. Thanks to active communication, in the infant's still undifferentiated auditory-speech memory, that canvas is laid, on which in the future the child's speech experience will flourish, his first babbling will appear.
I advise parents to keep a diary, writing in it when the baby began to babble, when he spoke, when he began to crawl, walk, when his fontanel was overgrown. This information in case of developmental deviations may be needed by a neuropathologist or a teacher-defectologist.
It is very important at a very early age to educate a child's visual and auditory skills. attention, inviting him to find the direction of a sounding toy (rattles, squeaking rubber animals), loudly ticking clocks moving around the room, etc. In a three-four-year-old the baby's visual attention is formed in the process of studying with a picture loto or puzzles, when you need to fill in small cards a large map with a picture on one topic or another. Inattention in some children is due to their excessive activity, restlessness, incontinence, inability to listen and observe, in others, on the contrary, some slowness, lethargy, lack of concentration, disorganization and absent-mindedness. At school, these difficulties lead to the fact that children are inattentive in the classroom, cannot follow the instructions of the teacher, begin to act impulsively, without listening to the end the end of the task, hastily or very slowly perform it.
The teacher always has to make comments to them. As a result, the child loses the desire to learn. He becomes stubbornly unsuccessful.
Once the child has mastered walking, teach him to dance. Rhythmic movements contribute to the development of hearing, and hence speech.
The attention of a left-handed child and his orientation in space can be developed by offering first to show the objects drawn in the book to the left of the center, then to the center and to the right.
The ability to control auditory attention, to slow down motor activity in time, is excellently brought up in games of raising and lowering hands to the questions: "Who flies?", "Who runs?", "Who swims?" etc. For example: "Does the bird fly? Does the sofa fly? Does the butterfly fly?" The child must be taught to quickly switch attention when showing household items, parts of the face, body.
By the age of two and a half, children rapidly develop concrete-figurative thinking with elements of fantasy, which should be encouraged in the process of games: "Guess the riddle", "Whose legs are these?" (show the child only the lower part of the picture depicting some animal), "Find out who I am" (draw the outline of an animal or a simple object using dots, ask the child to connect all the dots with one line to find out who is hiding in your dots) .
Involve your child in creativity by offering to draw or compose a fairy tale together.
From the age of three, a well-speaking child can be taught in a playful way to read words made up of the alphabet on cubes. At this age, he already has an idea of \u200b\u200bthe number (one, two, many), is able to memorize poems, work with a designer, “explore” what a bear has in his stomach or how a car works, walk with a stroller, imitating his mother. He is interested in everything. He gets to know the world and finds out that the teapot is hot, the scissors are sharp, the glass is glass and that is why it broke. Realizes the change of generations and the fact that some event happened yesterday, even earlier or a long time ago and that a lot more must happen in the future. Your task is to satisfy the curiosity of the baby, to answer all his "why?".
It's time to introduce kids from the age of three to five years old with Russian folk tales, but avoid the tales of Ivan the Fool, about Emel ("By the Pike"), as they sing of laziness, idleness, life at someone else's expense.
Learn by heart with the child fragments of the wise tales of A. S. Pushkin, read him poems and fairy tales by K. I. Chukovsky, S. Ya. Marshak, A. L. Barto, S. V. Mikhalkov, fairy tales of the Brothers Grimm, Andersen. At the same time, explain to the baby incomprehensible speech turns, for example: "both the forest and the valleys are full of visions ...". Even before school, he will become interested in stories about heroes (Ilya Muromets, Dobrynya Nikitich, etc.), about the exploits of the people who defend their country from strangers. He will listen with pleasure to the myths of Ancient Greece. Heroes after all were not only three musketeers.
If by the age of four or five the child has not mastered the pronunciation of sounds l , r , whistling, hissing sounds, or all voiced sounds are muffled, and hard sounds are soft, be sure to contact a speech therapist, as at school he can confuse these sounds. Classes with a speech therapist require quite a lot of time and effort, so it is advisable to resolve this problem at least a year before entering school, when the child is not yet loaded with lessons.
According to methodological aids, parents themselves can help their child get rid of some speech defects (for example, three-year-old babies often instead of the sound w pronounce the sound with , instead of p - l ). You need to start with the production of individual sounds, using a kind of gymnastics of the speech apparatus (at one time, the journal "Science and Life" published a series of articles "School of a Home Speech Therapist" - see Nos. 10-12 for 1962; if you have old magazine files, we advise you to read these articles - Note ed .).
A five-year-old child can already be told about the peculiarities of life and customs of the peoples of different countries, about the inhabitants of the seas, rivers and forests, about the stars and planets. Show him on a globe or geographical map how many continents, seas and oceans are on Earth, where is the country in which he lives. Choose your TV shows very carefully. In no case do not let your child watch horror cartoons.
They disturb the child's sleep, make him nervous.
At the same age, knowledge about the seasons and the time of day is fixed. Baby begins to encounter such a phenomenon as the ambiguity of a word, learns, for example, that the word "cage" refers not only to a cage for a tiger in a zoo, but also to a drawing material on the dress that "in a cage" is a notebook. You can already meet a preschooler with such concepts in linguistics as a synonym (a word that matches or is close to by meaning with another word, for example, "way" and "road") and an antonym (the word opposite according to the meaning of another word, for example, "light" and "dark"). Once on a flight on the bus, I watched my mother play words with her six-year-old son. She spoke some word and asked her son to name words that are close or opposite in value. To the adjective "quick" the boy extracted from memory the words "fast", "swift", "agile", "brisk", "frisky", and after a short pause added: "nimble." Mom supplemented the list with the words: "fast", "zealous", "quick".
There were fewer antonyms: "slow", "quiet", "turtle", "unhurried", "unhurried". Then other tasks followed, and it seemed that in this fascinating mother and son can play the game endlessly. It was very pleasant to watch them. I thought: it will be easy for this boy to study at school, he obviously does not suffer from poverty speech, tongue-tied.
In order to prevent mistakes in writing, to improve the perception of the rhythm of speech, "conduct" when your baby reads a poem, sings or dances to singing, clap the number of syllables in a word, but do everything in the form of a game.
And the last tip. Always praise the child for his resourcefulness, diligence and diligence and do not scold him for mistakes, for a broken cup, broken pen or ruler (remember how much you have broken and broken yourself). Then he will become your friend, will delight you with his curiosity, observation and good performance at school.
LITERATURE
Burlakova M.
(Shokhor-Trotskaya). speech and aphasia. - M.: Medicine, 1997.
Burlakova M. Advice of a speech therapist. - M.: Institute for General Humanitarian Research, 2001.
Wayne A. Brain and Creativity // Science and Life, 1983, Nos. 3, 4.
Drapkin B., Sinitsyna N., Uspenskaya L. School of a home speech therapist // Science and Life, 1962, nos. 10-12.
Markina N. The brain of right-handers and left-handers - what is the difference? // Science and Life, 2001, No. 6.
Human brain // Science and life, 1962, No. 4.
Nikolaenko N. Return from oblivion // Science and Life, 2001, No. 8.
Rotenberg V. Brain. Strategy of the hemispheres // Science and life, 1984, No. 6.
Shokhor-Trotskaya M. (Burlakova). Correction of complex speech disorders. - M.: EKSMO-Press, 2000.
Shokhor-Trotskaya M. (Burlakova). Do not retrain the lefty! // Science and Life, 2002, No. 8.
Is it too early to teach young children to write?
Without realizing it, you will understand how your little children, who could barely speak, have already learned the language, they talk and begin to want to master the art of writing.
As a parent, teacher, or guardian of your children, encourage children to master these very important skills in their lives. Decades ago, our grandparents sometimes didn't learn to write because they didn't have the opportunity, but today education is a right and everyone has the opportunity to learn to read and write.
In fact, many parents today don't think about how their children learn to write or what they can do to teach them how to write, because it seems to be an automatic or natural childhood process. But in fact, this is a process that needs to be learned, and for this it needs to be taught!
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Index
- 1 Teaching children's writing
- 2 Development of writing skills
- 3 Teach children to write
Teaching children to write
Children develop certain writing skills from the age of three, although they are fixed after a few years.
Until recently, child development experts assumed that children only learned to write after they learned what sounds each letter represented. So, for example, once a child knows what "A" sounds like, he/she can associate that sound with a letter and from that point on, start writing letters that represent the sounds they hear.
Instead, children are now thought to learn the basics of writing before they know which letters represent which sounds. Children show knowledge of written language formulas, such as which letters are often grouped together, before they know what those letters actually represent. Their young brain recognizes patterns in words they can see in a book, even before you know what those patterns mean or what the words mean.
Development of writing skills
Children begin to write "words" following the rules of written language from the age of 3. For example, they might write a word that doesn't make sense, but might actually follow the basic appearance rule: words with repeated letters representing vowels or word types.
Children can write letter words that are not related to letter sounds in real words. When a young child is asked to write a word such as "cat", for example, an older child may not be able to write letters that actually sound like the letters in that word, but understand that "cat" is just another word. cuts off the word "elephant" and accordingly writes "his" word. This ability improves as the child grows, so Five-year-old children can write words better than preschoolers.
The "word" for a three-year-old child includes several standards: the length of the word, the use of different letters in words, and the way letters are combined in words.
Teach Children to Write
The first thing to keep in mind is that no child should be forced to write if he is not ready for it. Every child has their own pace of learning and should be respected. But as a game, you can start teaching your toddler some of these skills to introduce him to the wonderful world of writing.
Follow these tips:
- Consider your child's motor development. If you find that your child is too small to hold the colored wax, or lacks the strength to press down on the paper, it is best to wait.
- Give him crayons or large felt-tip pens so he can grasp them well. A normally developing three year old should be able to draw with crayons or markers, even with a pencil! But the younger child will need bigger colored fences so they can better handle it.
- Play on words. There are many ways to teach children to understand words. You can draw a word and put an appropriate picture next to it, so your baby will start to get familiar with words that correspond to certain things. Then try to have the child guess the letters of the words or the missing letters when you rewrite the word and it is missing a letter.
- Always free. While it may seem too tempting to try to teach a young child to be a great writer.
.. the best thing you can do for your child is to step back when he's not ready and let him have the freedom to learn writing on his own. Take your time and don't want to teach him everything at the same time. He needs to learn gradually and always, respecting his rhythms and his natural curiosity.
Children start learning to write when they are still small. Help them improve hand-eye coordination by using crayons or other writing utensils at an early age, sitting with your child to spell and talk about words, and giving him space to learn writing. Even if the "words" your children write may sound a bit like bad words to you, they are important first steps in learning to write, so encourage them to write more often.
And, of course, The best thing you can do to teach your child to write is to read together. You can read together, you can read to him... but the important thing is that you improve the development of speech and communication through reading.
