At work, some parents often ask: Teacher, my child has not been able to distinguish between "you", "me" and "him", can you teach him how to use it when you are in class? In fact, the use of personal pronouns in the family environment to teach, children will learn to master faster, let's talk about how to teach children to use personal pronouns in the family environment.
In order for children to learn to use personal pronouns correctly, the important premise is that children have certain cognitive and language comprehension skills. For example, to know objects (common daily necessities, toys, food), to know people (themselves, others, the relationship to which objects belong), and the establishment of self-awareness. When the mother points to the father and asks the child: Who is this? When the child can correctly understand and skillfully answer "Daddy", the mother and father can swap roles, and the child can answer it correctly, we can start the next step of training. Mom can point to Dad's eyes and ask: Whose eyes are these? The child can understand and answer the "daddy's eyes", and then perform role swaps, and the child can still answer correctly and proficiently, and then can formally train the pronoun. It should be noted that we cannot teach all the personal pronouns to children, we must start teaching one by one, generally "I" and "mine".
<h1 class="pgc-h-arrow-right" data-track="4" > the understanding and use of "I"</h1>
Step 1: When parents talk to their children, try not to use dad, mom how, you can say more: "I" how, take the initiative to show the child the use of "I".
Step 2: Mom points to her mouth and says, "This is my mouth." Then the father points to his mouth and says, "This is my mouth," and then the assistant child points to his mouth and says, "This is my mouth."
The third step, to guide the child to express the need with "I", the mother takes out the child's favorite seaweed from the box and says: "I want seaweed", and then the father takes the seaweed out of the box and says: "I want seaweed", and then assists the child to take out the seaweed and says: "I want seaweed".
Note: This training is to let the child understand that the pronoun "I" does not mean neither the father nor the mother, but the self-designation of the person who emits the action and language, and understands the generalization of the pronoun "I". At the same time, when assisting the child with "how I", you can add movement assistance to let the child pat his own chest, which is convenient for the child to understand.
When the child is proficient in how to express and use "me" and "mine", the training of "you" can begin.
<h1 class="pgc-h-arrow-right" data-track="20" > "you" to understand and use</h1>
Step 1: The mother takes out an apple for the child and says, "Give you an apple", and then the mother takes out a pear and gives it to the father, saying "give you a pear", and then the roles of the father and mother are reversed. Then the father assists the child to hand the mother a banana and says: "Give you a banana", and the mother assists the child to hand the father an apple and say: "Give you an apple".
Step 2: The mother holds a pear and the child holds a car. Mom asked, "Who has a car?" Let the child answer, "I have a car." Then ask the child, "Who has a pear?" The father assisted the child and replied, "You have a pear."
In the third step, Mom and Dad and the children sat together, and Mom asked, "Who eats bananas?" Dad replied, "I eat bananas." Then the mother asks the child, "What do you eat?" Induce the child to say, "I eat bananas."
When a child is proficient in how "you" is expressed and used, he can begin "his" training.
<h1 class="pgc-h-arrow-right" data-track="26" > the understanding and use of "he"</h1>
Step 1: The mother hands the potato chips to the child, and then points to the father with her finger (this time the child needs to pay attention to the gesture) and says, "Give him a potato chip", while assisting the child to hand the potato chips to the father. (Note that potato chips must not be a snack that the child particularly likes, otherwise the child may not be willing to give and cannot complete the training) Then, parents can swap roles.
In the second step, the mother leads the child to the park to play, randomly lets the child look at a certain person according to her gestures, and tells the child: "She is wearing red clothes", "he is drinking water", "She is a sister". Use different objects of reference to repeatedly let the child understand the referentiality of the pronoun "he".
When the child has skillfully used "you, me, him" individually, it is time to start mixing "you, me, him" in the same context. For example: "I'm wearing pink, you're wearing black, he's wearing white." Or: "Baby, give him my cup".
<h1 class="pgc-h-arrow-right" data-track="44" > tips:</h1>
1, personal pronouns have a generality, not a fixed reference to a person, so it is difficult to teach, children learn is a relatively long process, parents need to be patient to teach.
2, pronouns should be taught in the context of the relationship between the characters, and need to cooperate with the action and language, and must be gradual. At the same time, it is necessary to consciously change the characters and places in order to enable children to understand the abstraction of pronouns.
3. When training, the sentences should be concise, and when using pronouns, they should be emphasized, slow down, and improve the voice.
Zhu Mengqi, Department of Child Rehabilitation Medicine, Zhengda Fifth Affiliated Hospital