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How to teach a child with odd


6 Ways to Help Students with ODD

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives—behavior that’s sometimes diagnosed as Oppositional Defiant Disorder, or ODD, according to a story by WeAreTeachers.

“Students with ODD disrupt their own lives and often the lives of everyone nearby,” write the report’s authors. “[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.”

According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit “an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child’s day-to-day functioning,” for six months or more. Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, “biological, psychological, and social factors may have a role,” the academy notes. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone.

Though a teacher’s first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who’ve worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

“We all have the capacity to learn, change, and grow,” writes special education teacher Nina Parrish. “When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others.”

1. Be Calm and Consistent: As a new teacher, Parrish says she quickly learned that reacting with anger when her students with ODD acted out made the behavior worse and students became “amused or encouraged by upsetting an adult. ” Instead, Parrish recommends trying to keep a positive tone to your voice, adopting neutral body language, and being “cautious about approaching the student or entering their personal space as this might escalate the situation.”

Consistency with words and actions is also important when working with kids with ODD. Teacher Brandy T. tells WeAreTeachers she routinely uses the same set of “trigger words” so her students know she’s serious. When students in her class begin to argue with her, “I simply say either, ‘not now,’ ‘later,’ or ‘fix the issue.’” When her students hear ‘fix the issue,’ for example, she says that’s the signal to “go to their chill-out space if they need to calm down.”

2. Reinforce Positive Behavior: For all kids, but especially children with ODD, it’s important to “switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior,” writes Parrish. She sends home positive notes when students show behavior improvements, even if they’re small gains.

Additionally, consider offering students the opportunity to earn certain privileges, suggests WeAreTeachers, rather than “taking those privileges away as punishment.” For example, give kids the opportunity to earn rewards—like a bit of iPad time or lunch with a teacher.

3. Find Out What’s Going On: Behaviors, notes Parrish, help students “obtain something desirable, or escape something undesirable.” She suggests thinking about behavior as feedback, or a way of communicating, an approach that’s “helped me work more effectively as a teacher with students who display problem behaviors.” Figuring out factors that contribute to students with ODD acting out can help you develop a plan for addressing their difficult behaviors in the classroom.

Sometimes, it’s a matter of picking up on a student’s signals that their emotions are building long before things reach a breaking point. When students who’ve experienced trauma are beginning to feel upset, they often show physical signs of their mounting distress: balling up fists, withdrawing from classroom interaction, or clenching their jaw, writes Micere Keels, an associate professor at the University of Chicago and a trauma-informed educator.

“Many educators tend to ignore students’ increasing signs of agitation, hoping they’ll eventually calm down. But when disregarded, these minor behaviors can quickly escalate,” writes Keels, who also recommends identifying students’ triggers, like touch or emotionally difficult anniversaries, to avoid situations entirely.

4. Create a Safe Reset Space: Kids with ODD “can learn to recognize when they’re feeling overwhelmed and getting ready to challenge or defy,” according to WeAreTeachers. “Giving them a safe space to calm down and rethink their choices can be beneficial.”

At Fall-Hamilton Elementary, a trauma-informed school in Nashville, Tennessee, for example, every classroom has a nook—called a peace corner—with a comfortable seat, a timer, and items like stuffed animals, sensory squeeze toys, and simple drawing and writing supplies. It’s a spot where kids can take a break and reset. The school also recognizes that teachers may need a time out too. Using a strategy called Tap-in/Tap-Out, teachers can ask a colleague via text message to briefly cover their class if they are about to lose their cool.

"A dysregulated adult cannot regulate a dysregulated child,” says school principal Mathew Portell. “Use strategies that honor the student’s emotions and need for space while also getting their systems to calm in a safe way.”

5. Offer Choices: It’s important to “affirm your students’ autonomy by giving them choices,” writes Keels, about best practices for de-escalation. When kids feel respected, “their sense of belonging and mood will often improve.”

She recommends avoiding ultimatums like “You better sit back down or I’ll send you to the office.” Instead, clearly communicate expectations and limits so kids understand. You might say, “I see you’re upset, but it’s not OK to yell at me. You can either go get a drink of water and come back in five minutes, or sit in the reading chair and I will check in with you in five minutes,” says Keels.

In the heat of the moment, it’s important to avoid an argument, teacher Holli A. tells WeAreTeachers. “State your choices, then walk away,” she says. “Give the student time to process and decide which choice to make. If they don’t like the choices, don’t engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity.”

6. Build Connections: Often, kids with ODD “are looking for a relationship with a teacher who can help them deal with problems on their own, instead of making them stand out in a negative way,” according to WeAreTeachers. “Building a connection with them will help get to the root of the behavior.”

Though teachers can feel the need to create boundaries with students, simply talking with them informally can build invaluable connections that influence their behavior in the classroom, says middle school math teacher Cicely Woodard.

Woodard says she intentionally makes herself approachable to students and tries to learn interesting details about them. “Some of my students tell me stories about their lives during the five minutes between classes,” Woodard says. “I stop what I am doing, look them in the eyes, and listen.”

Primary School Teacher Strategies for Oppositional defiant disorder

On this page:

  • About
  • Strengths
  • Evidence-based strategies
  • Best practice tips
  • Curriculum considerations
  • Other considerations
  • Relevant resources

About oppositional defiant disorder

All children have times when they might refuse to do something they are asked, disrupt others or not listen. Children with oppositional defiant disorder (ODD) need support with these behaviours which disrupt their day-to-day life. These students can appear defiant, disobedient, angry and irritable. They might argue with parents, teachers and other students. They may find it hard to follow teachers’ instructions. They may lose their temper if they feel like something isn’t going their way. Sometimes, it might seem like they annoy other students on purpose, or don’t take responsibility for their actions. They might refuse to join in group activities and get out of their seat regularly.

For some students with ODD, reading, writing, maths and concentrating can be hard. Some may also have language delays and find talking about emotions difficult. Students with ODD can have trouble communicating, and making friends. It is also common for students with ODD to have low self-esteem.

Strengths

What might be some strengths?
  • Some students will be able to learn and pay attention in the same ways as other children.
  • Students with ODD often have a normal working memory. This means they can remember things in their head like images, numbers or several pieces of information at once.
  • Many students with ODD are highly motivated by reward systems.
  • Students with ODD often enjoy hands-on learning. They may learn new information well through this approach.
  • Some students with ODD are creative and enjoy art.
Where might you provide support?
  • Students with ODD may need support managing their emotions. They may have temper tantrums, or they may be easily frustrated.
  • They may find it hard to follow instructions and rules, which can be disruptive for class time, excursions, and activities like physical education.
  • Students with ODD may have trouble making and keeping friends. They sometimes have trouble communicating and may find it hard to understand social situations. This can also impact their self-esteem.
  • They may find problem solving hard. This can make schoolwork difficult, particularly as they may get frustrated easily. Finding it difficult to understand a problem or conversation is often a reason for emotional outbursts.
  • Students with ODD might not be able understand the consequences of a behaviour. They might distract another student in class without thinking about the other student, the class or what the teacher might say.

Evidence-based strategies

  • Provide a positive environment
  • Be proactive
  • Build a child’s skillset
  • Collaborate with parents

  • Use lots of praise. Praising students often for positive behaviours can build confidence and reduce disruptive and challenging behaviour. This might include praise for staying focused, interacting well with others and listening to teachers. Praise can be given both individually and for others to hear.
  • Provide a warm and nurturing environment. A warm and supportive role model can help students learn how to have good interpersonal relationships. Look for ways to model to students how to get along with others.
  • Use a reward system. Punishment may not lead to changes in challenging behaviour. Instead, rewards/encouragement can be given for positive behaviours. Behaviour charts with stickers help students see their progress. Students may be more motivated if they can choose their favourite reward like a sticker, game or book.

  • Set clear classroom rules. Explaining the classroom rules at the start of a year or term can be helpful. Clear and simple are best (e.g. “Raise your hand before you speak”, “Keep your hands to yourself”). Teaching students why a rule is important, including how breaking a rule impacts others, may lead to more positive behaviour.

  • Strengthen students’ social skills. Some students with ODD may find it hard to know how to get along with others. Consider coaching them with social skills, such as how to share, apologise and agree with others, and how to have a conversation (e.g. listening, letting the other person talk, waiting their turn to talk). Opportunities to practise these skills may help. You can find other general social skills strategies on the social functioning page.
  • Help students build positive relationships. Positive relationships between students with ODD and teachers may help them with cooperation, motivation and learning. Connecting with students and managing frustrations with past challenging behaviour can help build a positive relationship.
  • Talk with students about feelings. A “feelings thermometer” on the wall can help students communicate how they are feeling without using words. Feelings card games help students learn what emotions look like.
  • Help students to manage their emotions. If a student gets angry or has an emotional outburst, they can take steps to calm down. Encourage them to recognise a feeling, pause, take a breath, and tell themselves to calm down or use other strategies like counting to 10. Get them to think about why they became emotional once they have calmed down.
  • Teach students how to relax. Learning simple ways to relax may help students with ODD manage their emotions. Watch an example of a breathing and relaxation exercise on the teacher resources page.
  • Encourage students to problem solve. Helping students learn to problem solve can help them persist with school work instead of getting frustrated. For example, help students identify a problem, think of possible solutions, choose the best solution, and think about if the solution worked. When students are learning how to problem solve, giving them appropriate options to choose from may be helpful.

  • Build strong home-school bonds. Consider involving parents through regular positive phone calls, parent-teacher interviews and homework which needs signing.
  • Use a home-school note system. Send positive notes home in a students’ diary for positive behaviour at school so their family can encourage them at home. These notes could describe the positive behaviour for the parent to understand.

    • Best practice tips

    • Consider your tone
    • Have a clear and predictable schedule

  • Children may respond well to a neutral tone for instructions, and a positive tone for praise. Avoid yelling or sarcasm.

  • Children with ODD are less likely to be disruptive when they know what to expect. Consider having a visual schedule on the wall and letting a child know if there are going to be any changes.

    • Curriculum considerations

    • The Arts
    • English
    • Health and Physical Education
    • The Humanities
    • Languages
    • Mathematics
    • Science
    • Technologies

  • Some students with ODD might have creative strengths. They may be very motivated and interested in the arts. It may be a great place to encourage positive behaviour, friendships and self-esteem.
  • The arts curriculum can be a place for students with ODD to learn listening and sharing skills, and talk about emotions (e. g. “How did that sound make you feel?”)
  • Some students may be more distracted or disruptive in classrooms outside of their normal learning space. Strategies that could help include having a clear schedule.
  • Refer to AllPlay Dance for further strategies for dance

  • Some students may find reading and writing challenging. This may lead to frustration and low self-esteem. Refer to information about specific learning disability to come up with reading/writing strategies for the student.
  • If students are disrupting the class, it is possible they are finding a task difficult. This is a good opportunity to learn what the student finds hard, and to build their problem solving skills.

  • Physical Education classes contain many new distractions for students with ODD such as balls, bats and racquets.
  • Consider choosing teams for students so that students with ODD are not left out.
  • Physical Education classes can be a good way for students with ODD to let out some energy.
  • Refer to AllPlay Footy for further strategies for sports/football.
  • Refer to AllPlay Dance for further strategies for dance.

  • Students with ODD might find reading and writing challenging. Consider tailoring your approach to include activities that do not involve a lot of reading and writing.

  • Language classes might have challenging problems to solve, and a lot of reading and writing, all of which can be challenging for students with ODD. Consider tailoring your approach to a student’s strengths.

  • Students with ODD can find mathematics challenging if they struggle to focus or problem solve. This can lead to frustration and low self-esteem.
  • Consider tailoring your approach to a child’s strengths. Refer to information about specific learning disabilities to come up with mathematics strategies for the student.

  • Science classes might have challenging problems to solve, and a lot of reading and writing, all of which can be challenging for students with ODD. Consider tailoring your approach to a child’s strengths.

  • Students with ODD might be easily distracted by computers and touch devices, especially if they do not use them regularly.

    • Other considerations

    • Safety
    • First aid
    • Safety drills
    • Behaviour
    • Relief teachers
    • Friendships
    • Homework
    • Excursions/camps
    • Language delays
    • Wellbeing
    • Transitions
    • Other co-occurring conditions

  • Children with challenging behaviour might engage in risky behaviours more often than other children.
  • Some children may refuse to follow rules and instructions. This can put themselves or others in danger.
  • Remind children of the rules to keep them safe.
  • Use positive language and a neutral tone when giving instructions, like telling students what to do instead of what not to do.

  • Some students may engage in challenging behaviours when teachers are applying first aid.
  • Use a neutral tone, and explain clearly and simply what you are going to do, such as when applying a band aid.

  • Some students may engage in disruptive behaviour during emergency drills. Clear and simple instructions on the procedure may help.

  • Some students might also show challenging behaviours towards others students. It’s important to remember children are most likely trying to communicate a need or want that is not being met.
  • Strategies under 'build their skillset' might help, such as building social skills and emotional regulation.
  • Try to 'help students build positive environments', and 'create a warm and nurturing environment'.
  • Refer to the ABC approach for more information on how to reduce challenging behaviour by supporting the child and promoting more helpful behaviour, and our emotions page for more information about supporting a child with managing their emotions.

  • Some students may engage in challenging behaviours with new teachers or support staff. Having a clear schedule may help avoid disruptive behaviour.
  • When possible, let children know when relief staff are coming.
  • Stick to routines as much as possible. Talk to relief teachers about the strategies you use, so they can continue using them.

  • Some students with ODD may have trouble getting along with other students. They might find it hard to make friends, and they may be left out.
  • Help students build social skills.

  • Students with ODD might find homework challenging. An effective homework routine may be helpful for them. Some children may refuse to complete work if they are feeling forced. Allowing them to feel in control of their own work through providing choices may help.

  • Excursions and camps may be challenging for students with ODD as there are likely to be new distractions, and a change in routine.
  • Consider safety when planning an excursion if a student struggles to follow instructions or is likely to be impulsive.

  • Some students with ODD might have language delays. Some students with ODD may have a limited vocabulary, and not know words to describe how they are feeling.
  • Visit our section on specific learning disorders for specific strategies.

  • Students with ODD may develop feelings of depression. This can impact their schoolwork and relationships. Watch for changes in behaviour and consider referring a student to the school’s wellbeing staff if indicated.
  • A relevant tip is 'help students to manage their emotions'.

  • A child with ODD may benefit from supports when moving across education settings
  • Keep parents informed of what is happening in the transition period.
  • For more information about supporting students with disabilities when transitioning to a primary or secondary school setting access AllPlay Learn's transition page.

  • Students with ODD may also experience attention-deficit/hyperactivity disorder, anxiety or a specific learning disability.
  • Refer to information about these areas to help support the student.

    • Relevant resources

    Visit our resources page for a range of resources that can help to create inclusive education environments for children with disabilities and developmental challenges. Some particularly relevant resources for children with oppositional defiant disorder include:

    Strengths and abilities communication checklist

    Class schedule

    Emotion cards (A4)

    Student self-monitoring form

    Problem solving guide

    Story - When my teacher is away

    Story - Going on an excursion

    Download this page as a PDF

    Odd and even numbers for preschoolers

    Numbers, numbers…. The kid begins to get acquainted with them already at preschool age, and at first they seem to him incomprehensible signs in the form of hooks and squiggles. Gradually, the child masters not only numbers and counting within twenty, but also the simplest skills of addition and subtraction. It's time to introduce him to such a concept as even and odd numbers.

    But how to make sure that the learning process does not turn into a boring activity? And how do you understand and remember all these definitions and properties? The answer is simple: learning is better through play and entertaining exercises.

    What are even and odd numbers?

    Before starting to get acquainted with even and odd numbers, you should make sure that the baby knows the sequence of numbers well. Use the game format "My and your numbers" to check. The game has very simple rules: you call the number 1, the child calls the next one. Then again your turn (number 3), and then the child's turn (number 4) and so on up to ten or twenty. At the next stage, you can change the sequence: the child begins the number series, and you continue it. This is a good exercise for memory and mindfulness.

    Now you can explain to the child what even and odd numbers are. So, even numbers are those that are divisible by two without a remainder. Odd cannot be divided in half. It will be easier for a kid to understand this principle using a good example:

    Let's take three oranges and try to divide them equally between you and a friend. How to do this and how many oranges will each of you get?

    Surely the child will come to the conclusion that it will not work to divide the fruit exactly in half. Some will get more, and some will get less. Or one orange will have to be cut, that is, everyone will get one whole fruit and another half.

    What if you were given four oranges? Can you share them equally with a friend?

    In this case, the child will divide the vitamin supply so that no one is offended: each will get two oranges.

    It should also be explained to the child that even and odd numbers in a sequential row alternate with each other: 9.

    And a few more rules to remember:

    All numbers ending in 0, 2, 4, 6, 8 are even.

    Numbers ending in 1, 3, 5, 7, 9 are odd.

    These rules apply to both single and double digit numbers. Understanding the essence will help the child to cope with complex mathematical problems in the future.

    Even and odd numbers on practical examples

    The main goal of any educational process is to activate mental activity. No need to concentrate only on giving the child ready-made knowledge. Any information is much better remembered if you master it with practical examples.

    First ask the baby to count the number of sweets in the vase or flowers in the bouquet and determine if this number is even or odd?

    Similar techniques can be used not only during classes, but also in everyday life: on a walk, during a trip to the country, when visiting a cafe. Let the baby count all the objects that come across - cars, cakes, road signs, cutlery, toys. If he does the tasks correctly, you can proceed to more complex concepts: the properties of even and odd numbers.

    Properties of even and odd numbers

    Properties of even and odd numbers are useful when performing all mathematical operations: addition, subtraction, multiplication, division. There are several basic properties, and we'll start with the simplest:

    Adding two even numbers always results in an even number.

    2 + 4 = 6;

    8 + 2 = 10.

    Adding an even number and an odd number results in an odd number.

    7 + 2 = 9;

    4 + 5 = 9.

    Adding two odd numbers adds up to an even number.

    3 + 7 = 10;

    5 + 1 = 6.

    The same principle is used when subtracting:

    6 - 2 = 4;

    9 - 7 = 2; 10 - 3 = 7 And don't forget to remind the young mathematician of the same properties of addition and subtraction.

    Two-digit addition:

    12 + 24 = 36;

    28 + 17 = 45;

    11 + 19 = 30;

    Two-digit subtraction:

    24 - 12 = 12;

    39 - 15 = 24;

    48 - 25 = 23.

    Multiplication and division are a bit more complicated. Here you will need not only the ability to remember properties, but also an understanding of the meaning of mathematical operations.

    Multiplication properties:

    Multiplying even by even always results in even.

    2 x 8 = 16

    3 x 4 = 12.

    Multiplying odd by odd is odd.

    5 x 3 = 15.

    Properties when dividing:

    When dividing two even numbers, the result can be either even or odd:

    12 : 4 = 3;

    16 : 4 = 4.

    Even divided by odd is even.

    12 : 3 = 4.

    Dividing odd by odd, we get odd. 21 : 3 = 7

    About zero

    As noted above, zero is an even number. Unfortunately, many adults will be puzzled by the question of zero belonging to a particular group. What can we say about children, for whom this strange circle, similar to the letter "o", remains a mystery until a certain moment.

    To make it easier to determine even and odd, you need to remember the definition: even numbers are divisible by two without a remainder, odd numbers are not divisible. But here, with respect to zero, another difficulty arises: not every child can even understand what it means to divide zero by any number. And just in this case it is better to just remember a few rules:

    Zero is an even number, it is the first in the number series.

    Dividing zero by any number, odd or even, always results in zero. That is all the same even number.

    Practice reading odd and even numbers whenever possible. If the child has just mastered the simplest actions within twenty, then use puzzles with prime numbers. And only then, as you study the material, you can use more complex examples.

    ‍

    Chapter "Mathematics and Logic" from the book "Believe in Your Child"

    All calculations are based on counting, so the child should develop the ability to count in the first place. But “counting” means, on the one hand, knowing the names of numbers, and on the other hand, understanding the essence of the counting process itself. As always, if knowledge precedes understanding, the child will advance faster. From the age of one and a half, the baby begins to benefit from the very first exercises, provided that you are not in a hurry.

    Numbers from 1 to 10.

    Count out loud (loud and clear) before you do anything: turn off the lights, turn on the TV, open the door. Try to do this at least once a day. Soon the child will be able to name numbers from 1 to 10. But this does not mean at all that he has learned to count. It's just that when he understands what an account is, he will be able to concentrate all his attention on the essence of the actions performed, without straining his memory too much, since he has already memorized the numbers.

    Counting should become as common as speaking.

    Eating rituals offer the greatest opportunity for this. Count plates, knives, pieces of meat, spoons of porridge ... Seeing how you think, the baby will want to follow your example. As soon as he shows such a desire, encourage him to try to count with you. And so that he better understands that the score is not just a funny abracadabra, put a plate in front of him and put three identical objects next to it. Tell your child to put the items on the plate one at a time and count them at the same time. Help him if needed. “You see, there are three cubes, there are three cubes in the plate! Now let's see how many there will be this time . .. "Give him two dice and start the game again. When he has learned the numbers one, two, and three well, add the fourth die, and so on.

    Numbers greater than 10.

    When a child (usually at the age of three) learns to count objects, he will make more and more progress. And therefore it is necessary that you always get ahead of him. Once he can count to 10, introduce him to the next ten in the manner described above. You can also sing the numbers to a motive familiar to the baby (for example, the songs “How can I explain to my mother ...”). When he can count a certain number of objects, buy, for example, beans, and have him count the beans, shifting them from one vessel to another. Give him a mug to which you add a few beans (or balls) every day. When they reach 50, take another mug and say, “There are 50 beans in your mug. And the next beans you will put in another mug! This will allow you to somehow "make sure" that there are still 50 beans in the first mug. Next time, you can focus on the numbers that follow, without having to start the whole count from scratch.

    Zero.

    Explain to your child what zero is. This is very important, because when you go to zero, you will need to write numbers after 9. To make your baby feel that a number that stands for nothing is a very special number, ask him joke questions: “How many cows do you have in your pocket? How many crocodiles do we have in the bathroom? You can be sure that he will never forget what zero is!

    Count by touching.

    When the child properly learns to count objects, shifting them from one vessel to another, show him your hand with spread fingers and ask him to count the fingers, touching them. You can help the baby by moving the finger he needs to touch.

    Then invite him to count the objects in front of him, touching each of them. It is necessary that he understands that he must touch each object once. This is not easy, which is why it is desirable to start the exercises in terms of transferring objects from one vessel to another. Finally, teach him to count the objects shown in the pictures in the book.

    Countdown.

    This is a very important exercise, as the child will not learn to subtract if he cannot "count backwards". However, wait for him to master counting to 30 (at least) before starting this new game. Otherwise, you will confuse him. The whole learning procedure is similar to that for regular counting. When the baby learns to count backwards (from 10 to 1), start counting from 11, then from 12, and so on. Counting back from 20 to 10 is often the most difficult thing for a child, but when he encounters those numbers that he already learned when counting from 10 to 1, things go much better.

    Count up to a predetermined number.

    It is necessary to teach the child to count to a predetermined number. Put a handful of beans in front of the baby and ask him to count 3 of them. When he understands this, ask him to make several piles of beans - for example, 3, 5, 9 pieces each. If the child copes with this task, place objects in a row in front of him. Ask him to count (touching them, but not moving) a smaller number of objects than lies in front of him. Finally, do the same exercise by counting the objects depicted in the book. Regularly ask your baby to count up to a certain number you specify, without touching objects or mentioning them.

    N.B. For counting to become a habit, a child must count often. The above numerous options are needed in order, on the one hand, to avoid monotony, and on the other hand, to teach him to count in different ways. As a result, he will begin to count everything that surrounds him. Encourage this desire. Daily counting exercises prepare his mind for calculations.

    Alternate account.

    When your baby is good at learning the names of numbers, play counting with him: you say 1, he says 2, you say 3, he says 4, etc. At first he will want to call your numbers; explain to him that this is prohibited by the rules of the game. Next time he should start: he says 1, you say 2, and so on. When the child can easily cope with such a task, involve someone else in the game (say, another child, he will like it too!) And play with three, then four, etc. Now that he quickly figured out what's what, continue to play only if he shows interest.

    Even and odd numbers.

    To explain this concept to a child, take two plates and a handful of beans:

    This is your plate and this is mine. Here are two beans. Can you put as many beans on my plate as you have on yours? Yes, sure! You can put one bean on your plate and one on mine. Now here are three beans for you, see if you can do the same with them? .. No! There are two beans in one plate, and one in the other. You see, it turns out that the number 2 can be divided into two equal parts (such a number is called even), but the number 3 cannot be divided into two equal parts (it is called odd). Now let's see how 4 ... 9 behaves0018

    When your child understands the difference between an even and an odd number, take turns counting with one of you calling the odd numbers and the other calling the even numbers.

    Learn more