Star Q&A
01
Question: Can each intervention activity only train a child's ability in a single aspect?
Answer: Not
In children's educational and training activities, as long as there are activities that two or more people participate in, no activity or training can be classified as simple cognitive or simple social interaction, that is, it is usually a training of comprehensive abilities. A certain activity may have relatively more cognitive elements, and another activity may have relatively more social content.
For example, father and child play ball throwing and receiving games together is a training mainly based on movement and perception, but it is not difficult to see that it contains the social nature of you and me. The understanding of the ball formed by the children during the play, such as "the ball is elastic, the ball is a toy with gas, and the ball can be used for shooting", etc., are all cognitive.
Therefore, please remember that every educational and training activity can teach children various abilities. The key is to see whether parents or teachers can realize the existence of these different elements, and extract and strengthen teaching elements according to their children's situation and pay attention to them in a timely manner, thereby promoting the comprehensive development of children's abilities.
02
Question: What is the best way to cultivate children's communication initiative?
Answer: Respond to
promptly respond to any communication method made by children, such as body, expressions, voices, and language, and telling children that "your communication has result" is the best way to cultivate children's initiative.
For example, when the child shows closeness to us, we immediately say "I love you too" and hug him; when the child says he wants something, we can ask "Do you want that milk?" We don't need to hand him the thing, just tell him that we understand his thoughts.
This will make children have a "sense of control" about the world and are willing to satisfy their wishes through communication.
03
Question: When asking the child to choose "what one is needed", he will take it away. Does it mean that he is very smart?
Answer: It is not necessarily
Generally speaking, we think this reaction is inappropriate. It is very likely that the child does not understand the meaning of "choice". At this time, parents should provide assistance to help their children complete the "choice".
selective questions can enrich the communication methods and increase the communication round. Parents can hold one item their children want in each hand. Name objects (according to the child's development level, for example, if you don't recognize objects, you can name objects: if you can't recognize sizes, you can name them by size), ask the child which one to want, and wait for the child's response. The child's response can be spoken or non-spoken (based on the child's ability and the goals the parents want to train).
04
Question: Why is "social" so difficult to teach?
Answer: The content is too wide
Children's social behavior learning content is extensive. It mainly includes: healthy and hygienic behaviors for daily life (such as regular daily life, hygiene, balanced diet, etc.): polite behaviors to people (such as polite speech, polite actions, etc.); interactive behaviors during interactions with people (how to be familiar with people, how to enter the game group, how to resolve disputes in interaction); pro-social behaviors (comfort others, help others, share your own items, donate, etc.); public moral behaviors (not saying live loudly in public places, do not throw things around, crossing the road at traffic lights, etc.).
has a wide range of content, and there is no particularly fixed "mode" in social interaction, so it is easy to be affected by the environment, so it is difficult to teach.
