Pereõppe kasutamine

Lapsevanemaid julgustatakse ikka ja jälle oma väikelastega raamatutest lugusid lugema, sest sellest on palju kasu – paranevad kirjaoskused, paranevad kooliedukus, vanema ja lapse side, eluaegne lugemishuvi tekkimine ja palju muud. Siiski võivad igapäevased perelood pakkuda samu eeliseid nagu lugemine ja ka muid eeliseid.

Jutuvestmine ei ole sama, mis oma lapsele lugude lugemine. Lehe külge jääb lugu, sõnad loetakse ükshaaval. Teksti keel on formaalsem kui kõne. Kuigi lugeja võib teksti kaunistada vokaalse käände ja tooniga ning illustratsioonidele osutades, on loominguline repertuaar tähenduse suurendamiseks piiratud. Seevastu loo jutustamine hõlmab sageli improvisatsiooni ja, mis veelgi olulisem, publiku osalust. Jutuvestja kaunistab lugu tõenäolisemalt näožestide, kehaliigutuste, heliefektide, rekvisiitide ja publiku osavõtuga.

Lugude jutustamise jõud – mida lapsed ja vanemad saavad perelugudest õppida

Mitmed uuringud on näidanud, et lapse vaimne areng ja keeleoskus on tugevalt seotud keelehulgaga, millega laps esimesel kolmel eluaastal kokku puutub. Vanemad peaksid piirama televiisorit ja rohkem lastega rääkima, kuid mis veelgi olulisem, tegelema edasi-tagasi suhtlusega. Interaktiivne jutuvestmine pakub palju võimalusi vanema ja lapse vaheliseks vestluseks. See annab lapsele teada, et ta võib olla keele õppimisel ja väljendamisel kuulaja, jutustaja või kaaskonstruktor. Kirjaoskuse ja lugemise spetsialistid ütlevad meile, et loetu mõistmine sõltub keeleoskustest, mis on arenenud jutuvestmise ja muude suulise keele tegevuste kaudu, mis on arenenud sünnist saati.

Lugude jutustamine aitab arendada tugevaid sidemeid vanema ja lapse vahel ning annab nende koosveedetud ajale kvaliteedi. See tugevdab vanema ja lapse vahelist suhtlust, kaitseb ja tugevdab nende suhteid. See hõlmab ka edasi-tagasi suhteid, kuna mõlemad pooled võivad olla keele õppimisel ja väljendamisel kuulajad, ütlejad või kaaskonstruktorid. Sellest tulenevalt sõltub loetu mõistmine keeleoskustest, mis on arenenud jutuvestmise ja muude suulise keele tegevuste kaudu, mis on arenenud sünnist saati.

Lugude rääkimine õpetab teie lapsele olulisi isiklikke, sotsiaalseid ja kognitiivseid oskusi. Need oskused suurendavad lapse võimet ümbritsevaga intelligentselt ja südamlikult suhelda ja sellele reageerida. Lugude kaudu õpetab lapsevanem probleemide lahendamise algoskusi. Iga vestlus lapsega annab sellele lapsele võimaluse mõelda, arutleda, keelt kasutada ja mõista – isegi metakognitiivsel tasandil. Mõelge vestlustele nagu vaimsele treeningule. Nii nagu lõtvad lihased paranevad treeninguga, paraneb ka IQ tase kognitiivse stimulatsiooni kaudu.

What are the benefits?

● Lugude jutustamine on lõbus viis õppimiseks

● Jutuvestmine arendab emotsionaalset intelligentsust

● Lugude jutustamine aitab kasvatada armastust lugemise vastu

● Jutuvestmine soodustab keele arengut

● Jutuvestmine soodustab loovat mõtlemist

● Lood tutvustavad uusi ideid

● Jutuvestmine aitab õpetada moraalseid väärtusi

Mis tüüpi lood on õpetamiseks ja õppimiseks parimad?

On palju erinevaid lugusid, mida vanemad saavad oma lastega jagada. Isiklikud lood keskenduvad tavaliselt pereliikme elule, mälestustele või väljakutsetest ülesaamisele. Persooniloo alguse näide on “Las ma räägin teile, mis juhtus minu 6. sünnipäeval”. Nende eeliseks on see, et nad äratavad lastes huvi oma vanemate kogemuste ja elude vastu, tugevdades perekondlikku sidet. Kirjanduslikud lood on need, mis pärinevad raamatutest. Need on lastele kasulikud keerukuse, süntaksi ja vormingu tõttu, mis on kooskõlas laste tulevase lugemise ja lugemise mõistmisega. Segatud lood on segu isiklikest lugudest ja kirjanduslugudest, mis ühendavad neid kahte tüüpi tähendusrikkalt. Segatud jutuvestmise näide on vanem ja laps, kes uurivad igapäevaste kogemuste jutustamist. See on suurepärane viis uue sõnavara laadimiseks, mis stimuleerib õppimist ja loob uusi ajuühendusi.

Perekonna jutuvestmistegevused

Lapsed pole kunagi liiga väikesed, et hakata lugusid kuulma. Perelugude jutustamine võib toimuda peaaegu igal ajal ja igal pool – alates õhtusöögivestlustest kuni poest kojusõiduni. Siin on soovitused, kuidas alustada:

Lihtsalt jutusta lugusid

Jagage lugu oma lapsepõlvest. Lapse tähelepanu köitmiseks lisage huvitavat teavet või lõbusaid fakte. «Jätsin kord hätta ja mind visati koolibussist välja. Koolibussi juht oli mu isa! Kasutage rekvisiite (näiteks mängubussi), et aidata oma last, eriti nooremaid, lugu kaasata. Kui lapsed saavad lugudega ühenduse luua, jäävad nad tõenäolisemalt meelde. Samuti julgustage lapsi oma lugusid sageli rääkima. Pärandvara ja fotode jagamine võib samuti mineviku ellu äratada ja pakkuda palju võimalusi jutuvestmiseks. Tehnoloogia eelistega; perelugusid on lihtsam elus hoida – võrgusuhtluse, ajaveebi, sugupuu veebilehtede jms kaudu.

Rääkige sugulastega

See side, eriti vanemate sugulastega, viib põlvkondi kokku ja loob tugevaid perekondlikke sidemeid. Vanemate täiskasvanute jagatud lood on perekonna mineviku ja oleviku ühendamisel üliolulised. Seotud tegevused võivad hõlmata erilistel pereüritustel osalemist, nagu kokkutulek või pereajaloo väljasõit.

Tähistage pühi lugudega

Pühad on ideaalne aeg perelugude jagamiseks. Rääkige oma lapsega peretraditsioonidest ja lemmikretseptidest, mis on põlvest põlve edasi antud. Lisage ka lugusid möödunud pühadest.

Looge päeviku või külalisteraamatu kaudu isiklikku või perekonna ajalugu

Koostage koos lapsega pereliikmetest fotoraamat ja rääkige neist raamatut lugedes. Lisaks võib sugupuu koostamine aidata lastel mõista, kuidas pered on omavahel seotud.

Perekonnaajalugu ei seisne ainult suhete tundmises, vaid ka selles, kuidas lugusid jutustamisel räägitakse ning looga (protsessiga) kaasatud üldiseid detaile ja emotsioone. Lugusid tuleb rääkida ikka ja jälle ning aegadel, mil pered saavad üksteisele keskenduda. Seetõttu on oluline luua lastele pidevalt võimalusi oma pereajaloo õppimiseks ja sellest kasu saamiseks.

Kogemusõpe on õppimise kõrgeim vorm, kuna see hõlmab kõiki meeli. Pereõpe ühendab teoreetilise ja kogemusliku õppe. Õppimisel pole piiranguid. See võib olla teabe saamisest kuni raamatu lugemiseni. See võib aga minna sammu võrra kaugemale ja hõlmata raamatute vahetamist või jagamist või isegi sammu kõrgemale, arutledes raamatute sisu üle, ammutades ideid ja teadmisi, tekitades tundeid ja kogemusi ning rikastades mõtteviisi ja olukordade tajumist.

Perekonna teadmised ei pea olema majas, see võib olla jalutuskäik maal koos lugemistega maaelu kohta, jalutuskäik mere ääres koos lugemisega mere taimestiku või loomastiku, selle kivide või liivase rannajoone kohta, tehistööd sadamad ja rannikud, lahed, lahed jne.

Samuti võib laste reaktsioon stiimulile varieeruda, alates loo kokkuvõttest, joonistusest, vaatenurga väljendamisest, karpide, kivikeste, triivpuu, puude ja taimede viljade või isegi kena kollaaži loomisest. linna igapäevaelu objektid.

Pereõpe on protsess, mis sai alguse siis, kui pered tekkisid ja vanemad pidid oma lastele elementaarseid asju näitama või lihtsalt õpetama. Igas vanuses näitavad või õpetavad vanemad vastavaid asju, et lapsed saaksid oma vajadustega hakkama. Sel moel peaks lapsevanem või õpetaja või igaüks, kes kasvatas last üksi või rühmas koos teiste või teiste liikmetega, juba ammu enne kooli ilmumist suunama last iga vanuse vajadustele, pakkudes valikuid, omandatud teadmisi ja mitmesuguseid oskusi. Tasapisi jäid kõik teadmised ja kogemused raamatutesse ning ajapikku täitusid raamatukogud heldelt mitme põlvkonna teadmisi ja kogemusi pakkuvate raamatutega.

Huvitav kogemus, millest sai osa võtta kogu pere, on raamatute, muinasjuttude, luule, koduloo ja kohalike rahvapärimuste lugemine. By saying the whole family means that in addition to the core family, extended family members such as grandparents and relatives who maintain close and meaningful relationships with the family could also be involved. Sageli on perekonda ümbritsevad inimesed, kellel ei pruugi olla veresidemeid, kuid neid peetakse perekonnaks ja loomulikult kaasatakse nad perekonna ellu. Kõik need ühendavad igas vanuses huvipakkuvaid elemente ja kõigi emotsionaalset kaasatust. Lapsevanemate hobid on ka huvitav praktiline raamistik lastele teadmiste, kogemuste ja oskuste omandamiseks. Veelgi enam, kui laps tõesti tegeleb hobiga, toimib see huvi hoovana, et otsida rohkem teavet teoreetilisel tasandil ja see suunab teda otsima asjakohast teavet raamatutest, kohalikust raamatukogust või isegi veebiraamatukogudest, mille tulemuseks on protsessidesse sisenemine korraldada tema õppimist, arendada välja suur hulk oskusi, millel on selge eesmärk, mida täita. Pärast teoreetilisi otsinguid tutvustatakse talle kriitilise mõtlemisega konteksti valikut, milles ta süveneb ja loob oma kaasamiskonteksti.

Oluline on meeles pidada, et laste esimesed mitteformaalsed õpetajad on vanemad. Vanemad õpetavad lastele esimesi teadmiste põhitõdesid loomulikul teel, nii rääkides kui ka oma lastele eeskujuks olles. Laste jaoks on parim õppimiskogemus kaasatud ka täiskasvanutele. Kui vanemad, õpetajad ja lapsed saavad õigesti koostööd teha, saavad kõik maksimaalset kasu. Vanemad peaksid olema motiveeritud osalema laste jõupingutustes, tundes, et neil on lisaks vanemlikule rollile ka õppimist toetav roll, ning seetõttu ootavad nad ühelt poolt pidevat tuge oma lapse pingutustele ja teisalt. käsi, ootan nende pidevat isiklikku enesetäiendamist. Children should have the teacher as a learning coordinator at school, who helps them acquire the necessary knowledge to form individual attitudes towards the acquisition of knowledge and properly organize the acquisition of the desired skills. Finally, children have allies and not oppressors and critics, parents and teachers do their best so that teachers have the least possible burden on the level of student discipline in the classroom and allocate their time, energy, and knowledge to guide student effort.

However, the means for the interaction of the members could be the book. The book is a basic means of searching for knowledge, which is used in every case. It could therefore be the pole of attraction for essential knowledge, communication, and interaction offering quality time to the family. A predetermined time where the family could be gathered in a space such as the living room of the house and spend quality time with some kind of family activity could improve the attitudes and skills of parents who feel cognitively underprivileged and would enhance the quality of the relationship between parents and children. It would improve children’s skill development, foster better family-school relationships, and ultimately connect parents with children in a positive educational experience.

It is known that a child’s literacy emerges through his observation and participation in activities important to him that provide him with knowledge and experiences and satisfy him emotionally. At very young ages, children do not know how to read, so they watch their parents or older siblings read and create sound patterns in their minds for the words they hear by associating them with pictures, representations, and feelings. Then they feel the need to express themselves by trying to match words and concepts to present their own story by taking elements from what they have heard and giving those emotions they have felt. When, from a young age, the child watches his parents read participative with family members and process concepts, use elements to draw pictures with their minds and with what they know, building the new knowledge, he learns to function in this way and to develop as a whole as an entity.

Parents often are caught up in their daily activities and get lost in the emotional entanglements between providing material goods and privileges for their children and their need to enjoy quality time with their children. The need for quality time between parents and children is mutual and above all necessary. At first, parents may feel that choosing a book is a difficult decision. However, the natural course of things is for parents, depending on the age of the children, to start telling fairy tales and stories to the young children and as the children grow up to adopt the readings to topics that interest each age. The experience begins with the selection of the book and what it promises, the reading process when one reads and the others watch, and then the discussion that takes place where everyone has something to ask or say or wonder and thus create a fruitful spiritual fermentation of ideas and feelings, an interesting and meaningful communication that is the basis for a healthy family bond, a meaningful interaction, in short, a unique experience.

Many times reading a book becomes the occasion to create the need for a different plot, a successful conclusion, a search for a way to solve an unsolved problem, or a change to a very unpleasant situation. How many times when we read a book and find others who are reading it or have read it, we do not want to exchange favorite scenes or touching moments that led us to see certain things with a different eye. Ideas or scenes that troubled us and put us in processes to look for other options for a different turn of things and then experience situations that make us feel the same emotions. Ideas and scenes prompted us to look for more readings and further knowledge and other books and other people with whom we can communicate and share what we felt. Other times there are stories through books that we want to hear or read and then tell them and transmit their energy constantly because they offer us emotional sufficiency. Many times the children draw up stories with elements they liked from the stories they read and make up their own stories, which they tell, in turn to groups of usually younger children.

From a point on, the enrichment of the home library collections with books will not only be the job of the parent but also the children who are slowly forming their preferences in relation to the type of books they prefer, will be able to make their choices from the school lending library, the local library and the selection of local bookstores.

On vacation, the family could take one of the book collections with them so that they can read their favorite books during their leisure time. Books that were recommended but the rest of the time there is no time for quality reading or even re-reading favorite books. It is a fact that by re-reading a book or re-looking at a picture or a painting after a long time one sees more or even different things than the first time. This could be a starting point of discussion for further exploration of important issues and the renewed exchange of views lead to more meaningful and deep emotional possibilities of expression.

Internetography

• Family Learning: Storybags, retrieved on 20/10/2022 available online at: https://familylearning.ie/tutors/tutor-courses/storybags/
• Tips for parents sharing picture books at home, retrieved on 20/10/2022 available online at: https://www.scottishbooktrust.com/articles/tips-for-parents-sharing-picture-books-at-home
• Family LearningResources, retrieved on 21/10/2022, available online at: https://familylearning.ie/tutors/#resources
• Clare Family, (2020), Family Learning Guidelines, retrieved on 20/10/2022, available online at: 5047_SOLAS_FET_FamilyLiteracyGuidelines_WEB_year_publication_added, Family Literacy, Practice in ETBs, Guidelines, Case studies and Recommendations
• Ye Shen, Stephanie N. Del Tufo, (2022), Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy, retrieved on 20/10/2022, available online at: https://www.sciencedirect.com/science/article/pii/S0885200621001472
• Mark Condon, (2021), Sharing Books Builds Community and Literacy, retrieved on 23/10/2022, available online at: https://about.uniteforliteracy.com/2021/09/sharing-books-builds-community-and-literacy/
• COP, Children’s Hospital of Philadelphia, (2021), The Power of Reading Together for Families to Cope with Adversity, retrieved on 24/10/2022, available online at: https://www.chop.edu/news/health-tip/power-reading-together-families-cope-with-adversity
• Clare Family, (2020), Family Learning in Action, retrieved on 26/10/2022, available online at: https://familylearning.ie/wp-content/uploads/2019/10/Family_Learning_In_Action.pdf

By saying that the written form of a language is all around us, we mean that every day we come in contact with domestic or community environment, which is filled with many types of print.

The environmental print that appears in street or shop signs, logos, labels, product packaging, bills, magazines or newspapers, advertising brochures, graffiti, etc., is children’s first contact with written language.

Reading environmental print is an important skill that precedes literacy and contributes significantly to the development of reading convention.

Of course, simple exposure to environmental print is not enough by itself; it needs interaction and connection with aspects of daily life in order to give meaning to each new experience. Children begin to understand little by little through their contact with print, that each of them contains information, on various categories of subjects, expressed in written language messages to which they often attribute meaning from the context or from its colors and graphics printing, satisfying their desire to discover what is happening around them. The recognition of words and symbols that appear regularly in the everyday immediate environment is called awareness of environmental print.

However, there are various parameters that determine children’s understanding of the content of texts and these have to do with their age, the frequency of exposure to a printed language environment, and therefore familiarity, interest in the text, the avocation of adults, and the format of the text.

Essentially, every encounter of children with environmental publications can offer the following possibilities: abstract symbols to acquire meaning, understanding of the complex surrounding world, and the gradual making of reading behavior. In addition, reading behavior will be evolved as opportunities for new language experiences increase.

Examine what your children know about environmental print and raise their awareness

Since every day, we all interact as we said above with various forms of written language, it is important for parents to observe what kind of knowledge their children have about environmental forms, the attitudes they develop around them, and what they are or are not particularly familiar with.

This type of discovery aims to identify an effective learning style, of course, adapted to the uniqueness and age of each child. And this is because reading or recognizing the messages of the environment is not something that happens mechanically but arises through appropriate training.

Parents’ discussions with children about the surrounding printed language even before the start of formal education at school, creates the conditions for an early reading ability. In this context, the creation of a home environment rich in reading materials, the interaction with written language stimuli of the wider social environment and learning to utilize them in different ways, essentially strengthen the efforts for language development.

Using environmental print at home

• Categorize your mail: bills, flyers, letters from loved ones

Explain to the children what visual cues you use to figure out which category you put everything you receive into, and have them sort them into categories accordingly

• Take advantage of store brochures with various products. Show the picture to the younger members and mention the name of the product. Then say the product by its name and ask the children to identify where it is in the brochure.

• Gradually expand to explanations of the utility of the products beyond their names, analyze what each one does and how it can be consumed

• Take a newspaper or magazine and ask the children to choose the words they can recognize

• Read to them what the most commonly used household product packaging says by pointing to the letters, syllables and have them pretend to read what the packaging says too

• Cut out their favorite images from various forms and create stories

Using environmental print outdoors

On the way to a destination, explain the symbolism of the traffic lights, the signs and point out where the shops you use in your daily life are located, mentioning information that describe them in detail (here is the grocery store where we buy fruit for our home, it has 7 green stalls, the sign says “your neighborhood grocery store”, its walls are white, next to it there is a kiosk, etc.)

At the super market we show to the children the list we have prepared at home, guide them to the appropriate aisles and ask them to locate the products we want to buy. We also ask if they can recognize their favorite milk, bar of chocolates, etc.

In the restaurant, we give the children the menu, we read the content to them and after they tells us what they want to order, we ask them to recognize it in the written text or we find it together and read it out loud how it is written

On public transport, we show where we can issue a ticket, how the ticket is, on which device we put it to validate our ride, and the name of our destination.

Daily writing refers to various activities that cultivate children’s writing skills through a variety of incentives. It develops naturally from an early age through the process of socialization; it is considered a lifelong evolutionary process that seeks to achieve the communication of the individual within the complex surrounding world.

The role of the family in this learning process of language development is crucial. Essentially, how each child’s language is formed depends on their family’s involvement in their literacy, so it takes a lot of time to create multiple literacy opportunities. Older members are usually the children’s first teachers and bear the responsibility of forming healthy role models since their reactions and approaches to things are often copied and repeated. One finds that the more parents are involved in learning processes, the more the children’s efforts to learn will intensify. The younger members, because they lack experience, need guidance to understand and develop the written language, and it is quite beneficial to plan activities that correspond to their spark interests and encourage their active participation.

How to involve children in writing activities

One way to ensure children’s participation in learning processes that promote their writing is to take part in activities they enjoy. So family should notice what motivates their children to start writing, making it the reason for assigning them written activities. It is very important to observe at which time of the day they are most receptive to be involved in writing activities in order to enhance their response.

Also, establishing the habit of recording the daily actions is required for the smooth running of the household, and can work quite beneficially in strengthening the written language (shopping lists, appointment reminders, messages to other family members, deadlines for paying bills, telephone messages, important holidays, participation in events, excursions, etc.). This action is initially carried out by the older members of the family, however, it attracts the younger ones to do the same, since they act as their role models.

In addition, most activities can be done in the form of a game as the combination of fun/entertainment and education seems to be more popular.

Finally, it is important to remember that the art of writing is cultivated by daily use, encouragement, and matching methods to personality.

Ideas to get children into a writing habit

· Make written lists of everything that pertains to your daily life and gradually entrust your children with editing them

· Encourage younger members to keep in touch with loved ones by writing letters, letters, and cards.

· Use pictures and have children create short stories

Read them fairy tales and have them write a different ending

· Ask them to put their possible requests in writing

· Keep a journal of fond family memories

· Create new team games and let the children write down their rules

· List social problems that children can understand and ask them to write down their ideas by suggesting solutions in a short text

· Organize your holidays together and list possible destinations along with various points of interest

· Ask them to draw a picture of their school class with their classmates, writing their names at the same time

· Have them copy their favorite recipes into a notebook of their choice

· Enrich their vocabulary every day and have them create related sentences

· Write together instructions for the operation and use of electrical appliances in the house

· Create creative spaces and equip them with appropriate means, at the same time instruct the children to record what kind of activities one can do entering this space, also identifying the ideal times

· Turn compulsory school exercises into a fun game.

Many people consider mathematics as a difficult and demanding subject that should only be taught by experts, professors and teachers. They may not recognize the extent to which mathematics is used in everyday family life. As a result, they underestimate the contribution to mathematical development that parents could offer to their children.

In the first phase, parents should examine their feelings and opinions about mathematics. How they remember the mathematics they were taught at school, what they liked and what they found difficult, as well as in what activities in their daily life they use mathematics. They will see that mathematics is present in many of their daily activities and that by overcoming the inhibitions they have from possible difficulties in understanding the lesson at school they could make a significant contribution to the development of their children’s mathematical thinking.

Just as children learn enough about writing and reading before they start school, the same can happen with maths. They constantly see adults discussing numbers and using them in their daily lives. If parents realize that activities involving mathematics can be integrated into their children’s daily routine, then they will see that the development of their children’s mathematical thinking can be achieved in a playful and fun way.

Initially, parents categorize the activities that include mathematics, which mathematical operations they refer to, how often they are with their children in these activities, and whether their children are actively involved in these activities. The same can be done with their children’s activities and games – parents can decode the mathematics hidden in them and guide their children to bring out the mathematics that emerges from them by participating in and directing their play.

Questions in this direction:

· Which activities in my daily life involve mathematics?

· What sections of mathematics do they include?

· Do I talk to the children during these activities?

· How can children actively participate in them?

· What children’s games and activities involve math?

· How can I highlight mathematical practices by participating in the children’s game?

Below are some suggestions that can help parents develop their children’s
mathematical thinking:

Use numbers

The child will need a lot of practice in arithmetic before he gets a real sense of numbers and what they represent.

· Point to the numbers around them – clocks, calendars, signs…

· Count with him constantly – “How many cars do you have?” ‘How many sweets did you eat?’ ‘Can you give me two fruits?’

· Do simple actions with him ‘ You have one cookie, if I give you two more how many will you have? ‘If you eat one of the four croissants you have, how many will you have left?’ ‘If you divide the four sweets between the two of us, how much will each of us get?’

Talk to him about the time

· Place a calendar where the child can easily see it. Talk to him about the days of the week, count how many days or months are left until important dates (Christmas, birthdays…)

· Use a conventional watch with him and show him the time measurement. Discuss how long favorite activities like a TV show, a basketball game…

Use money with him

· Look at product prices with him when you shop

· Discuss with him the cost of the products ‘ This chocolate costs 3 euros while this one costs 2 euros. Which one is cheaper?’

· Create a virtual store with products you have in the kitchen and ask him to buy products using real money.

Play with him

– Dice games (knock out, beat that, snake …) help the child to develop his skills in understanding numbers and addition

-Playing with him recognizes and creates patterns.

– Create with it a new game with elements of addition, sorting, choosing different paths to solve a problem.

-Play with him selected digital educational or video games that help develop math skills

– Problem-solving activities such as puzzles, matching, etc. require children to play through the stages to the final solution. Becoming able to think of different paths to solving a problem is not just a math skill, but a life skill.

Do activities with him

Listen to music together and discover the patterns. Follow the beat and copy the pattern with the hands and feet to play along with the music.

In a walk there are many opportunities to compare ‘Which is taller?’, for similarities and differences, to categorize, to estimate distance ‘Who is closer?’, to measure ‘How many steps are there to the tree’..

Collect materials (buttons, shells, small toys…) that you can

sort, measure or create patterns.

Take advantage of homework to develop mathematical skills ‘Let’s sort the clothes by color’, ‘Let’s set the table for five people’, and ‘Let’s put three cups of rice in the pot’.

Tips for success

• Have paper, pencils and markers , available so the child can easily express themselves and visualize math symbols

• Talk to him about math at every available opportunity. This helps the child deepen and develop their math vocabulary.

• Give him time to get to know the materials he will use to proceed with solving a problem or activity

• Observe the child’s activities and introduce mathematics as a continuation of his play, letting him take the initiative.

Don’t forget, math is everywhere! With appropriate practices, you can improve and develop children’s mathematical thinking in a fun and enjoyable way.