How can i help a slow learner child

10 Tips for Reaching Your Struggling Learner

by Marie Rippel

When your child is a struggling learner, it can be scary.

My son struggled with reading and spelling, so I know firsthand what that fear feels like.

You feel responsible for making sure your child grows up being able to read and spell proficiently, because you know that your child’s future options will be limited without those essential skills.

You don’t want to see your struggling learner blocked from reaching his full personal potential, and you would do almost anything to help him overcome his struggles.

What Is a Struggling Learner?

A struggling learner has to work harder than others around him in order to accomplish the same task or learn the same thing. The child may be a year or more behind grade level in one area or in all subjects.

There are many possible reasons for the child’s struggles. He may have physical disabilities that affect sight, hearing, mobility, or coordination. Or he may have learning differences such as dyslexia, dysgraphia, or auditory processing disorder. Interestingly, a struggling learner may be gifted in some areas, such as a child who is amazing with math but does not read.

One very common reason for learning struggles is that the child has not yet been taught in a way that works for him. For example, he may need the structure and logic of a phonetic approach to reading, but he is being taught with a whole language approach.

10 Tips for Teaching a Struggling Learner

There are very specific teaching methods that you can use to help your struggling learner succeed. One of the most important things you will want to do is to use curriculum and teaching strategies that can be customized to meet his needs.

Even if other methods have failed to work for your child, the ten tips that follow will help you reach your struggling learner.

Teach Through Direct Instruction

Direct instruction is a proven method in which the child is taught exactly what he needs to learn. With direct instruction, the information is presented very clearly through well-tested materials that rule out the possibility of misinterpretation and confusion. And your child is shown exactly how to apply the information, too. The explicit teaching of language rules and patterns means that your child doesn’t have to guess or struggle to figure out how to read or spell a difficult word.
Choose an Incremental Approach to Lessons

Incremental means that lessons start with the most basic skills and gradually build up to more advanced skills. Each lesson builds upon previously mastered material, and gradually increases in difficulty.

Incremental instruction provides a “no gaps approach” that allows your child to learn one new piece of knowledge at a time in a well-thought out, logical sequence. With this approach, kids can successfully climb to the top of the learning ladder—step by step by step—and reap the rewards of mastery in reading and spelling without all the struggles along the way.
Understand the Importance of Multisensory Instruction

Multisensory learning happens when sight, sound, and touch are used to learn new information. Children learn best when they can use all their senses. When children can see a concept as it is explained, hear about it, and then do it with hands-on activities, it is easier for them to learn and retain the new information.

In a multisensory spelling lesson, for example, your child can see a new word spelled out with letter tiles, hear and see a demonstration of a related spelling rule, try out the spelling rule for himself by manipulating the letter tiles, and say each sound of the new word as he writes it out on paper. This combination of activities uses multiple pathways to the brain.
Give Your Child an Advantage by Teaching the 72 Basic Phonograms

Kids who struggle with reading and spelling often have a misconception: they think that the key to reading and spelling success is memorizing strings of letters. But the fact is that it’s very difficult for children to memorize words this way. They often just get frustrated and give up.
There’s a better way. Teaching phonograms helps kids see spelling as a doable task. A phonogram is a letter or letter combination that represents a sound. For example, CK is a phonogram that says /k/ as in clock; OY is a phonogram that says /oi/ as in oyster.

Each sound in a word can be represented by a phonogram. If your child learns the phonograms and which sounds they represent, reading or spelling the word will become so much easier. If he knows that the sound of /j/ at the end of a short-vowel word is spelled with DGE, the word bridge becomes simple to read and spell.
Teach Just One New Concept at a Time

When you dump too much information into your child’s mental “funnel,” your child’s memory can only attend to a certain amount of the new information. Teaching one concept at a time respects the limitations of your child’s short-term memory, and allows concepts and skills to be more easily stored in the long-term memory. And that means significant amounts of meaningful learning can occur.
Teach Reliable Rules

Children are really helped by knowing a few reliable spelling rules. For example, knowing the rules about doubling consonants at the end of words can help them spell words like floss, sniff, and fill. When your child learns trustworthy spelling rules—like the Floss Rule—he’ll have some guidelines to help him make the right letter choices.
Teach Reading and Spelling Separately

On the surface it may seem to make sense to teach reading and spelling together. But in reality, although they are similar, reading and spelling require different teaching techniques and a different schedule. Reading is easier than spelling, and teaching these subjects separately is much more effective for most kids. Separating these subjects allows kids to progress as quickly as possible through reading while taking as much time as needed in order to become an effective speller.
Make Review a Priority

Consistent review is the key to getting spelling facts and spelling words to “stick.” Teaching something once or twice does not mean your child has actually mastered it. Mastery takes time—and practice.

Review doesn’t have to be boring, either. Have your child practice spelling concepts with letter tiles and flashcards and through dictation. Use a variety of techniques to ensure that your child retains what you are teaching.
Keep Lessons Short but Frequent

Short, frequent lessons are much better than longer, sporadic lessons. In a short lesson, your child’s attention is less likely to wander, and you’ll find that you can actually accomplish more. Keep the lessons upbeat and fast-paced, and use teaching tools and activities that engage the child’s interests.

Start with 15-20 minutes per day, five days a week. You can adjust the length of the lessons up or down according to your individual child’s attention span and specific needs. (Here are guidelines for lesson length for teaching reading and teaching spelling.)
And Finally, Recognize the Power of Encouraging Words

In the ups and downs of the daily grind, we sometimes get so focused on teaching and “improving” our kids that we forget to encourage them. The first nine tips are all built into the All About Reading and All About Spelling programs, but putting the power of encouraging words to work in your homeschool is all up to you!

For many people, using encouraging words doesn’t always come naturally, so we created a way to help moms and dads remember how important it is. Be sure to visit our blog post on 7 Ways to Be the Teacher Your Child Needs and download the free poster as a reminder.

Teaching a struggling learner can be difficult, but the tips above can help make it a lot easier—and I know that from experience. Just take it one day at a time. Before you know it, your struggling learner will be doing things in life that you never dreamed were possible!

Is your child struggling in reading or spelling? We’re here to help! Post in the comments below, give us a call (715-477-1976), or send us an email ([email protected]).

How to Help a Slow Learner Child

Are you worried that your child might be a slow learner?

Don’t worry, your child is not falling behind. Slow learners aren’t uncommon.

According to the American Psychological Association (APA), around 15% to 17% of all children are considered slow learners.

However, now is the time to intervene. Without extra support, your child will be unable to keep up with their studies like their peers. They will feel stressed and frustrated. Worst off, they may come to hate learning.

In this article, we will show you what it means to be a slow learner and how you can help them become excellent scholars!

What is a slow learner?

Everyone is born with intelligence. One of the common ways we measure intelligence is by using intelligent quotient (IQ).

According to the International Literacy Association, children with an IQ level of 70 to 85 are considered slow learners. This is below the average IQ range of 90 to 110.

While these below-average numbers seem concerning, they are still within the normal range of human intelligence. This is because IQ measures how well a person can use their knowledge and logic to solve problems.

Children who are slow learners can learn the necessary academic skills, but they are learning at a much slower rate.

A slow learner needs more time and often more resources from their teachers to grasp new academic concepts.

But otherwise, their development in other areas like their physical and social skills as well as their emotional intelligence are the same as other children.

With the right tools and learning strategies, your child will be able to catch up with their peers and excel in their studies.

In fact, Albert Einstein himself was a slow learner!

As Walter Isaacson recounts in his book:

[Einstein] was slow in learning how to talk. “My parents were so worried,” he later recalled, “that they consulted a doctor.”

Even after he had begun using words, sometime after the age of 2, he developed a quirk that prompted the family maid to dub him “Der Depperte,” the dopey one, and the others in his family to label him as “almost backwards.”

Whenever he had something to say, he would try it out on himself, whispering it softly until it sounded good enough to pronounce aloud.

“Every sentence he uttered,” his worshipful younger sister recalled, “no matter how routine, he repeated to himself softly, moving his lips. ”

“It was very worrying,” she said, “He had such difficulty with language that those around him feared he would never learn.”

Yet, he is one of the greatest minds of our world today!

At Q-dees, we help children from all walks of life: See a list of our preschools in Malaysia and make a visit to a kindergarten near you. From looking for a preschool in Penang to Sarawak, our network of preschools extends to all 14 states in Malaysia.

How do I know if my child is a slow learner?

In general, slow learners may show some or all of these characteristics:

They find difficulty in solving complex problems
They work very slowly and easily lose track of time
They find it hard to convey what they’ve learnt
They find it challenging to learn and master academic skills such as the times’ tables or spelling rules
They’re not good at fulfilling long-term goals, which may be due to a short attention span and poor concentration skills
They may not be as good at interacting with others in teamwork projects

Children who express these qualities will face a lot of academic problems.

Slow learners tend to be left behind because they are expected to learn at the same rate as the average student. Unfortunately, because slow learners take a longer time to grasp what is taught, they cannot readily apply what they have been taught in new situations.

If your child has these characteristics, what your child needs is a more detailed explanation to follow directions and more time to process this information.

Without additional guidance, your child may choose to leave gaps in their knowledge of basic concepts and skills across a wide spectrum of academic areas to keep up with the class.

A slow learning child not only faces educational challenges but also social and personal challenges.

As a result of their academic frustrations, your child may have less control of their emotions. They get angry quickly and have trouble building and maintaining positive self-esteem, especially if they don’t get a lot of positive feedback from adults or their classmates.

Your child may also have difficulty interacting with peers around their age because they may feel inferior to them.

Does my child have a learning disability?

To put misconceptions to rest:

Being a slow learner does not always mean that the child has a disability.

Children in early childhood are still at a very early stage of development. They are starting to learn how to talk, walk, and interact with the world around them. So naturally, there will be an area in learning they will find difficulty in.

Because they are at a huge learning stage, it’s way too early to tell whether or not your child has any sort of disability. In many cases, they can overcome their learning issues within the next few years.

Labelling a child as anything may end up limiting their capabilities instead.

If you do suspect that your child has a developmental or learning disability, have a discussion with their preschool teachers. They will have the experience and knowledge needed to judge whether or not your child needs a diagnosis or if they just need extra support in their learning.

You should also get the opinion of more than one teacher in the class because determining whether or not a child has a disability can be very tricky. If needed, you can get the opinion of a psychologist as well.

Bottom line: Slow learners may take extra time to learn, but this does not mean they are incapable of or have a disability. They are just children who need extra help.

Teaching strategies to help slow learners.

Slow learners can almost be found in every school.

Therefore, preschool teachers will have encountered many slow learners, and have developed the teaching strategies and materials needed to create a productive environment for slow learners.

According to the International Literacy Association, some of the proven strategies teachers have used to help slow learners are:

Providing students with a quiet place to work to reduce distractions
Give genuine praise frequently by emphasising their strengths and giving positive feedbacks
Developing short lessons by limiting the working time to several short work periods rather than one long one
Varying their instructional technique by using active learning experiences such as educational games, puzzles etc.
Allowing them to work on challenging learning materials; and gently assure and correct them when they make occasional mistakes
Providing meaningful, concrete activities rather than abstract ones
Incorporating audio and visual materials – slow learners typically learn better by seeing and hearing than by reading.

You too can help your child learn better through frequent study and practice.

Based on the above-mentioned methods, you can:

1 – Provide a quiet place to study

This can be a small study desk at the corner of your house or a designated study area with their bedroom. As long as it’s a quiet place without distractions such as electronics or toys, your child will be provided with an ideal environment that allows them to focus on their work.

You should also choose a place where your child can easily communicate with you, in case they need any help.

2 – Organise your child’s homework sessions

While setting up a schedule can help your child get into the headspace of learning, you need to break their homework session into brief periods of time.

Children who are slow learners often take more time and energy to focus on and understand their work. Having more breaks in between will allow them to review and process information.

3 – Plan a fun activity or two

Active learning experiences such as playing educational games, singing nursery songs and performing small science experiments draw more interest and leave a stronger impression on a child.

Which is why your child is more likely to remember what happened during catch at playtime rather than the new vocabulary words they have learnt that day.

Strengthen your child’s knowledge by conducting activities that relate to the concepts your child has just learnt.

4 – Discuss learning strategies with their teachers

Teachers are also doing their best to help your child learn. They have experience teaching slow learners like your child and they know which methods will work best for your child.

Ask the preschool teachers what you can do to support your child’s studies at home.

You can also speak with your child’s teacher about the amount of homework your child receives. By reducing the amount of work, your child will be able to manage their work and process the information much easier, giving your child the feeling of self-accomplishment.

5 – Give your child enough time to think through their homework problems

Pressure from time limits can hinder your child’s thinking process because they would be more anxious about finishing their work rather than understanding what they are learning.

Give them as much time as they need to complete their work. In this way, they will not feel overwhelmed and they can focus on learning rather than completing their work.

6 – Ask him or her questions about school topics or homework

Slow learners often have difficulty recalling what they have learnt.

By simply asking them what they have learnt at the end of a school day, your child is practising their ability to recollect and articulate their thoughts, which strengthen their self-confidence. It will also help them recall learning concepts much easier.

7 – Give them a reward

Sometimes, your child needs a little motivation to complete their work when the going gets tough.

Adding on to your child’s homework schedule, you can slot in milestones with small rewards to encourage them to push on with the learning.

For example, if they need to finish three sets of homework, insert breaks between each set. Then, tell your child that once they finish one set of homework, they can get a break for example 10 minutes of screentime.

Slow learners need extra support from parents and educators alike. No child deserves any less of a chance.

As parents, what we can do is maintain a positive attitude and consistently support our children to be the best they can be without limitations.

Children's resentment - how to deal with a child's increased resentment

Resentment is an emotional reaction of a person if he perceives something as injustice towards himself, as well as an experience associated with ignoring or rejection. When children are offended, it can look different. One, pouting his lips, defiantly turns away and leaves. The other cries loudly and shouts: “You are bad! You are bad!". The third can move from words to deeds - to start, crying, to beat the offender. Sometimes the emotional state of the child can take such extreme forms that he, crying and screaming loudly, can break out of the hands of adults who are trying to calm him down, and try to run away without knowing where.

Reasons for increased childish resentment

The usual reasons for childish resentment are: not invited to play or did not support his proposal; first played and then excluded from the game; did not give the promised toy; called names, teased. And finally, last (but not least!) - someone overtook, was more successful, received praise. Professor E. O. Smirnova writes: “Touchy children perceive the successes of others as their own humiliation and ignorance of themselves, and therefore experience and demonstrate resentment. ”

All children get offended sometimes. This is not scary, because resentment refers to communicative states that only temporarily disrupt communication. But the potential for continued contact certainly remains. Another thing is touchiness, when a child shows a habitual reaction so often that it begins to interfere with his relationships with other children, "spoils" his image. His pain point has been noticed, and, rest assured, there will be those who will put pressure on it. And this will only reinforce the situation.

If a child's "responsibility threshold" is lowered, he is ready to interpret everything that happens to him (or around him) not in his own favor. When a child is touchy, we can say that his reaction is not justified, too strong, even inadequate. If he is not offended now, then he expects that they are ready to offend him.

Already at the age of 5-6, a child may well talk about this topic, saying: "Everyone offends me, I have an unfortunate fate. " That is, in this gentle image, resentment can dominate so much that the “colors of life” of the child become depressive shades. And, as a rule, it is impossible to convince a child who has come to such conclusions by saying that “in fact, everything is fine, you just need to be less offended.” Does not work!

A child who turns to aggression in resentment then explains it this way: “I want to hurt him. To make him feel as bad as it hurts me!” The further, the less he needs a reason to be offended, and the more he tries to take revenge. If this “arms race” is not stopped, the child is becoming more and more a suspicious person, and looking for a “double bottom” in the actions of others and spending his life thinking over (and implementing!) plans for revenge.

However, resentment is not necessarily associated with aggressive manifestations. But always - with a defiant reaction: “Look how unhappy I am! That's what you did to me! Well, quickly fix it and do it my way! ”

Of course, it is not the child himself who says this, but his whole appearance - yes. He wants to cause guilt in the offender and change the situation in his favor. Therefore, in resentment there is a lot of manipulation.

Resentment can poison the life of not only the person himself, but those who surround him and love him.

Mini-test: Is touchiness already a problem?

Read the statements and answer "true" or "false". If it happens in different ways, choose the option that occurs more often.

Sometimes it seems to you that your child is very dependent on praise and positive evaluation of his actions.
Ask the child to talk about their friends. Is it true that the hero of this story is predominantly himself? That is, he no longer talks about the distinctive features of another child, but about what he does for him.
Have you noticed (or been told) that the child seems to initiate situations in which he may feel "unhappy" and offended.
Your child believes that they underestimate him and try to offend him “on purpose”.
He experiences resentment in situations where the other child's success is greater.
If another child is praised or admired for their work or answer, your child becomes upset enough to cry or quit their job.
He perceives any criticism in his address with hostility, literally "one cannot say a word to him."
He remembers insults for a very long time. May recall a small incident months or even years later, recounting it as if re-experiencing it.
It is immediately noticeable when he is offended, because he demonstrates this with his whole appearance.
It seems to you that the child uses his resentment to get something from the people around him.

The more times you agreed with these statements, the more likely the child has a resentment problem. It's time to act!

How to deal with increased childish resentment?

If a child is used to reacting with resentment (as well as aggression, by the way) to what happens to him, then, starting to analyze the situation, you can see a curious moment. These children have an extremely small repertoire of possible reactions. In other words, they don't know how to react differently. Or they know but haven't tried it.

Why? Because the familiar is somehow safer, and the new is fraught with potential danger (won't it be worse?). Therefore, the greatest service that adults can provide to a touchy child is to expand the palette of his possible reactions.

Refusal to generalize . Often from a touchy child you can hear "Everyone offends me." This is called generalization (generalization). And any generalizations need to be broken down to the part in which they become concrete.

In this case, you need to specify: “Does Masha offend? Not? And Sasha? And Danya? And Katya? Name first those who, most likely, do not offend the child. Thus, you and he will come to the conclusion that not everyone offends, but some. The habit of thinking in generalities is bad because it blocks the possibility of action. If everyone is against, then you won’t defeat everyone, but you can only try to hide and run away. If there are only a few offenders, then something can be done about it!

Direct . This is something that should take an important place in the repertoire of reactions. Teach your child that if someone says something that offends them, they should express their feelings directly. For example: “I don’t like it when you say that (do that). Please don't... (call names, push, laugh, take away)." Also teach him to pause and look at the reaction. With a high probability, the other child will respond and stop doing what could offend. This method helps to get out of the situation without resentment and at the same time defend yourself.
Ignore . If direct appeal does not help, you need to have other ways of action. For example, do not notice the offender.

The fact is that touchy children sooner or later become targets for more active and angry-tongued peers. Telling them "I don't like it" doesn't help, because that's what they're after. Realizing this, you need to act differently.

For example, try to play your favorite song at full volume in your head, which will “drown out” the bullying of the offender. Or imagine that the offender is not here (but not vice versa, otherwise you will get another flight!).

However, not all children can use ignorance. It is difficult for children who are impulsive, emotional, unrestrained. They, trying to ignore, quickly break into a scream or a fight. But the older the child, the more effectively he can apply this method.

Excuses . Method for preschoolers and younger students. And in the future, only in more "perfect", sarcastic versions.

So, excuses are what you can quickly and automatically answer if you are offended by a word. For example: “Whoever calls himself that, he himself is called that”; “Black box office, I have the key, whoever calls names - on himself!”; "There was a crocodile, swallowed your word, and left mine. " If there is a direct name-calling, for example: “Incompetent”, you need to answer: “Hello, Incompetent, nice to meet you. And my name is Ilya.

Three Step Method . If resentment is combined with aggressive actions, you need to teach the child a three-step method for delaying physical reactions. This is suitable if someone, in the child's opinion, is trying to piss him off with words or actions.

First step . Say: “I don’t like what you say (or do).” You need to say this in a firm tone, without capricious "weak" intonations. Be sure to practice this at home. Tone is important.

Second step . If the attacks continue, you need to say: “I feel bad. If you don't stop, I'll hit you." True, in relation to girls is not suitable.

Third step . If the offender continues despite the warning, you can hit him.

When using this method, there will be much less aggressive manifestations. And the child will learn to remain relatively calm.

Other - interesting . A touchy child is too self-centered. It seems to him that everyone around him is only busy looking at him critically. It is as if he is surrounded by mirrors on all sides: he sees not others, but his own distorted reflections.

It is necessary to develop in him a real interest in other children. And for this he must see them, get to know them better. Agree with a kindergarten teacher or a teacher at school, let them give the child the task of “creating a portrait” of one of the children. Find out, for example, what that child likes from food, what cartoons he watches, what he is afraid of, what he does not like. Yourself ask more personal questions about other children to your child, reorienting him from the position of "what he can do for you." When he can see the personality in others, the problem of resentment will begin to go away.

I can evaluate my progress myself! It is very important to teach touchy children to independently evaluate their achievements and be proud of them. Indeed, for a touchy child, the opinions of others are exaggeratedly important: if they are positive, he rejoices, if they are negative or something simply was not noticed, he is offended.

The child needs his own internal supports. This should be taught even in small things. For example, he wrote a line of letters. Let him emphasize which letters turned out best and which ones worse. He has done the work, let him tell you which elements of it he especially succeeded in. Use descriptive praise: “You have collected a lot of material, made an interesting report, and designed it perfectly. You can be proud of yourself!" (instead of "I'm proud of you"). All this helps to reduce dependence on the opinions of others and acquire their own internal supports.

Find ways together! This method is applicable to children of any age of "touchiness". So, every time the child acts the same defiantly, showing resentment. Talk to him about how else you could react, what to say, do.

Write down all the options he suggested indiscriminately. Of course, among them there will be those that you will not like, but do not rush to criticize. Then add a couple of yours there. I. Discuss the entire list. Let the child choose which of the options seems to him the most successful.

You can then role-play these situations with toys or simply role-play. This will help your child practice new skills in a safe environment. And the more likely it is that next time he will not be offended, but will behave more effectively!

DEVELOPING COGNITIVE ABILITIES - 177ds.inkaut.ru

Dreamer, Niels the Dwarf, Nids the Giant

(based on the educational games of Carne and Guildford)

Purpose of the game : development of creative abilities, associative thinking (thinking without an object), the ability to express one's own opinion, analyze the situation.

Note to parents. Associative thinking is based on the imagination and serves as a vehicle for generating original ideas and self-expression. Associative thinking suggests many answers.

Game progress.

Tell a child a story about a boy who found a twig on the road that looked very ordinary. The boy picked up a twig and, as soon as he took it in his hands, he began to decrease, and everything around him became huge: houses, trees, and even ants.

After a short introduction, ask your child a few questions.

"If you were this boy, what would you immediately think of?"

"How would the boy get home?"

"What would have happened when he got home?"

"What will his parents, brothers, sisters, pets think?"

"What will change when he eats, drinks, bathes?"

"What difficulties lie in wait for a boy in kindergarten?"

Questions can be as varied as you wish.

Once you have figured out what will happen to the boy, listen to your child's version of the behavior if he were in a similar situation.

All answers are accepted, even though some of them may seem absurd and ridiculous to you. Do not limit yourself to one answer to the questions posed; in order to express your opinion, the child must offer at least two ways out of the situation.

Then continue the story about how the boy spent many days and nights thinking about how he could become the same again as before.

Ask the child the following:

"How can I get my height back?"

"What way did the boy find?"

After listening to all the suggestions and arguments, you can come up with your own story with an unexpected ending (the boy found another twig, touched it and began to grow, everything around him decreased with lightning speed, because the twig did not know how tall it should be boy, and the boy became a giant). Ask the child questions similar to those that were asked to the baby in the original version.

Ask for an opinion on how the boy can return to his former self. Ask the child how he would feel if he were a giant. Ask them to complete the story of a boy who, with the help of a twig, was both a dwarf and a giant in one day.

Praise the child for the original ending of the story. It would be nice if he captured the main and memorable moments of history on paper.

❧ Note to parents

Logical thinking assumes a rigid structure and strives for a single correct answer.

An extra word or picture

Purpose of the game : development of the ability to generalize, the ability to analyze.

Required Materials and Visual Aids : Lotto cards showing the objects listed below.

Recommendations : if the child cannot give you an answer to the task for a long time, do not despair, return to this game in a few days.

Game in progress.

1st option: Place cards with the listed objects in front of the child. Ask your child to remove the extra card.

Shchi - porridge - ear - bowler hat.

Watch - scales - glasses - thermometer.

Table - cup - chair - cupboard.

Fox - hare - bear - cow.

Donkey - goat - lion - pig.

Sparrow - perch - crow - swallow.

After the child completes the task, count the number of correct answers.

2nd option : ask the child to choose an extra word from the following by ear:

Sour - sweet - red - bitter.

Jump - run - swim - read.

Fast - slow - fast - lightning fast.

Round - triangular - fast - square.

Green - red - yellow - rubber.

Make up your own combinations of words to make the game fun and lively. Beat each correct answer with an explosion of applause, each incorrect one with calls to think slowly.

❧ Note to parents . “An empty head does not reason, the more experience and acquired knowledge the head has, the more capable it is of reasoning” (P.P. Blonsky).

Name it in one word

The purpose of the game : the ability to generalize, the development of horizons, phonetic hearing.

Required materials and visual aids: pictures of various pieces of furniture, animals, etc.

Game progress.

1st option: lay out pictures of furniture in front of the child:

Table, wardrobe - (furniture)

Ask him to name these items in one general word. Offer to do other tasks in a similar way. You can come up with tasks yourself or together with your child when you are waiting for the arrival of little guests for a children's party, for fun contests.

Cheetah, hare - animals.

Red, green - colors.

Birch, maple - trees.

Water, juice - liquid.

2nd option: Without showing pictures, ask the child to make a generalization. Praise him for the correct answers, for the desire for knowledge.

❧ Note to parents

The child is engaged in word creation with great interest, invents new words, explains their meaning to adults and peers with passion.

Cheerful Leapfrog

Purpose of the game : mastering the grammatical norms of the language, developing correct speech.

Necessary materials and visual aids : sketchbook, colored pencils.

Game progress.

1st option : read the following sentences to the child:

The corner turned behind the car.

The chair jumped off the kitten.

Paul hit the ball.

The birch ran around the hare.

The flag was waved by a boy.

The puddle jumped over the girl.

Ask him to draw one of the pictures to illustrate what he heard.

Ask the child: “What is wrong in what you read?” Then invite the child to correct the sentences. Write down his options for the child, then analyze each of them. Draw the corrected sentence (preferably the one that was drawn before the correction, so that there is complete clarity and visibility of the error). Praise the child for showing a creative attitude to solving the proposed problem.

2nd option: invite the child to come up with correct sentences and make incorrect sentences from the correct ones:

A crow was sitting on a birch. - The birch was sitting on a crow.

The dog was barking at the car. — The car barked at the dog, etc.

Such creativity brings pleasure to the child, cheers up, attracts with its unusualness. In this task there is an element of mystery, which is especially appreciated by the baby.

Laughing or angry

Purpose of the game : development of observation, intelligence, analysis of events, the ability to compare facts and events, the ability to express one's own opinion.

Required materials and visual aids: for the game you need to find inverted pictures in children's magazines, similar to the picture "Laughing or getting angry."

Fig. Laughing or angry

Recommendations : try not to give the child the clue, which is to turn the picture upside down.

Game progress : looking at the picture “Laughing or angry”, ask the baby for help: “I just can’t understand whether they are laughing or angry”, then try to go to another room under the pretext that you have an urgent business. Try not to return until the child himself comes to you and brings a ready answer. If there is no answer for a long time, distract the baby from the task, switch it to another activity, but do not remove the book with drawings from the child’s field of vision or from his room, they should be available to him at any time, the decision may come quite unexpectedly, which is especially valuable.

After the child has expressed his point of view, ask him doubtfully whether he is sure of his decision, gently demand confirmation and facts. Be sure to praise the child for the ability to defend their point of view.

Find items

Purpose of the game : development of observation, visual comparison, ability to defend one's point of view.

Materials and visual aids needed: You can use the Find the Objects drawing or draw something similar yourself to play this game.

Recommendations: do not rush to help the child. If you see that he doubts whether there are any items there at all, say that you have already found two.

Game progress: look at the “Find the Objects” picture yourself, then ask the kid for help: “I can’t find other objects, I found one, but where are the others, I don’t understand, maybe they don’t exist at all?”, “ Look closely, maybe you can see something? You can leave him alone, you can solve the problem together, but be passive and helpless. Each time the child finds an answer, ask with interest: “Let me see where you saw this?” or “I don’t see, show me again.” At the end of the game, praise the child for quick wits and attentiveness.