A sudden epidemic has suspended all our offline rehabilitation teaching. Suddenly, our parents have a great deal of anxiety, worried that their children will regress and worry about wasting their children's intervention time. Such concerns also exist in the hearts of our teachers.
There are two sides to everything, and what we can see about the current epidemic is that children can't go to class normally. On the other hand, we have to think deeply about whether we can take advantage of this online mentoring opportunity to seize the opportunity to learn how to teach our children. Family is one of the most important learning environments, and anything is inseparable from the participation of the family.
In the previous online teaching process, parents had great doubts about how to stimulate their children's pronunciation at home and with their children. In fact, in the family, the number of children's unconscious pronunciation will be higher, especially in the process of getting along with mothers and fathers, the longest time, and it is easy to stimulate children's pronunciation.
First, playful voice and intonation
Highlighting is the easiest for some parents, but it is the most difficult for some parents to operate. The key point of focus is whether we can express it like the spoken language of an animated character, why children like to watch cartoons, why the picture book stories told by the teacher, the children's songs sung by the teacher are especially like to listen to, and the eyes and attention have always been maintained so well.
And when parents are with their children, you may have said a word before the child's attention has been dispersed. The key lies in the "sense of animation" of your language, that is, your exaggerated, playful tone and intonation. Your voice can be raised or lowered, a little more subdued, and conscious onomatopoeia.
For example, if a child wants to play with a small animal that he likes to play with, if we adults, we will flatten and directly say "give you kittens". Then we and the children have to change our language: "Oh, you want this kitten (to accentuate the voice, raise the pitch) Ah, wow, the kitten (to increase the voice, raise the pitch) to come, meow meow ~ (pitch higher)". Here we are actually focusing on the "kitten" sound for the child, and every time this tone appears, we can adjust the tone of these two tones.
Our child may not know this furry kitten with a long tail at first, but he will react to our tone, and through each design, he will focus his attention on the sound of "kitten", and gradually he will associate this sound when he sees the kitten.
Second, repeat the simple way of communication: words, overlapping words, words
Because most of the content that children understand at this stage is mainly in the word and word stages, the best can understand simple phrases. But we still want to be with words and words as the mainstay. For example, if an apple falls to the ground, we'll give a description of the emergency.
Many parents will say, "The apple is gone, quick, baby, help the mother pick it up" We all know that the child is definitely not able to understand, how do we talk to the child" Oh, (the apple) fell, "pick up". Therefore, parents should not invisibly set problems for their children, because he is still building an understanding of the semantics of a single word at this stage.
Third, all the descriptors revolve around the child's concerns
Any of our training, especially for children at this stage, is still in the stage of establishing common concern and interconnected attention, and we must start around the child's interests. For example: the mother and the child are reading interesting picture book stories, the mother is depressed, the result is that the child does not listen, why, because the child likes the caterpillar that is eating leaves on the picture book, the child's eyes have been looking at the caterpillar, and the fingers are also in the hair on the button book.
At this time, we parents should adjust the focus of the description in time, and adjust the key vocabulary to describe as "Oh, caterpillar", "Here are caterpillars, oh, crawling", "caterpillars, touching, soft and soft" We must focus on the interests and concerns of children and emphasize the key vocabulary.
Fourth, strengthen unconscious pronunciation
The biggest difference between unconscious pronunciation and meaningful pronunciation is whether there is a motivation or not. At this time, we parents must adopt motivational operations to help children establish this awareness. When the child appears unconscious pronunciation, give the child the most effective reinforcement, and, in the process, record more of the child's more high-frequency sounds, with high-frequency sounds as a breakthrough, and transition to meaningful.
For example, the two sounds of "well, mother" in the unconscious process of the child are the most frequent in a day, and the mother can immediately give the child's reinforcement to the child in the process of the child's unconscious sound of "mother".
Fifth, follow a lot of imitation
Imitation is an important skill for acquiring knowledge. At this stage of children, they must first have the awareness of imitation before they can imitate. We parents first imitate the child's movements, expressions, and voices in the family, and establish a sense of imitation, so that the child can understand that he must follow the same sound after we make a sound.
These are some of my thoughts on how languageless children can stimulate pronunciation, hoping to help parents.