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Children Cognitive Development and Teaching Guideline – Part II

Guideline: Teaching the preoperational child

1 Use concrete props and visual aids whenever possible.
Example: When you discuss concepts such as “part,” “whole,” or “one-half,” use shapes on a felt board or cardboard “pizzas” to demonstrate.

2 Make instructions relatively short, using actions as well as words.
Example: Show the child what their finished project should look like and display examples there they can see easily.

3 Don’t expect the child to be consistent in their ability to see the world from someone else’s point of view.
Example: Avoid long lectures on sharing. Be clear about rules for sharing or use of materials, but avoid long explanations of the rationales for the rules.

4 Be sensitive to the possibility that the children may have different meanings for the same word or different words for the same meaning. The children may also expect everyone to understand words they have invented.
Example: ask children to explain the meanings of their invented words.

5 Give children a great deal of hands-on practice with the skills that serve as building blocks for more complex skills such as reading comprehension.
Example: Provide cut-out letters to build words.

6 Provide a wide range of experiences in order to build a foundation for concept learning and language.
Example: Give the children words to describe what they are doing, hearing, seeing, touching, tasting and smelling.

 

 

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