There is a "pre-language skill reserve stage" that cannot be crossed in the cultivation of language ability. At this stage, each child has a different time experience, some are longer and some are shorter. However, no matter which child with weak language ability, it is impossible to skip this stage and speak directly. Among the pre-lingual skills, one ability is often overlooked, and that is: the cultivation of common attention.
Today and tomorrow, teachers from the Huiyi teaching and research team will share with you on the public platform what is common attention and how to cultivate children's common attention in life. Let me talk about what common attention is.
In the concept of shared attention, three aspects are involved. One is the individual, the other is the other person, and the other is the object of attention. Common attention is divided into two categories according to different initiators: one is active common attention, and the other is response common attention. The specific process of
's active common attention is as follows: when an individual sees an object of interest, he initiates an "invitation" to others for common attention through identification, language expression, gestures, etc., and after others accept the "invitation", Pay attention to the object with the individual.
, the specific process it presents is as follows: when others discover an object of interest, through identification, language expression, gestures, etc., they send an "invitation" to individuals for common attention. After the individual accepts the "invitation", they will pay attention with others The object.
No matter what kind of common focus, the cultivation of this skill will take a certain amount of time. Only after we help children develop the ability to pay attention to the surrounding environment, the ability to follow objects, and the ability to share emotions with others, can children build up common attention.
need to pay attention to:
Common attention has a great influence on children's language ability, but in normal teaching practice, this is usually ignored by parents, thinking that common attention can be practiced or not. For example, teach a child to identify apples. If the child cannot fix his sight on the physical object or card of apples with our identification, he will certainly not know Apple, nor can he build up language understanding of Apple. Learning will not have very good results.
The ability of common attention is to let children have an interest in the surrounding environment and people, and make contact. Only when this basic social communication ability is established, can it be possible for children to engage in higher-level social interaction such as language interaction and oral expression. Acquire communication skills during activities.
To be continued
