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Makes Reading And Learning Easier

Research shows that the more children know about the world around them, the easier it is for them to read and learn when they enter school. Everyone working with pre-schoolers has an important role to play in helping children learn new information, ideas, and vocabulary and how to use this knowledge to actively participate in their own learning.

You can help children to connect new information and ideas to what they already know and understand by:

  • Teaching them what things are and how they work.
  • Providing information about the world around them.
  • Extending their use of language and helping to develop their vocabularies
  • Helping them develop the ability to figure things out and solve problems.

Here are some ways to accomplish this:

Techniques For Encouraging Verbal Skills At Different Age Levels

There is much that you as a caregiver can do to promote speech and language development. What follows are activities suited for young children of various ages that help maximize verbal development.

Birth to 2 Years

  • Encourage babies to make vowel-like and consonant-vowel combination   sounds such as "ma," "da," and    "ba."
  • Reinforce the child's attempts by maintaining eye contact, responding    with speech, and imitating vocalizations using different    patterns and emphasis. For example, raise the pitch of your    voice to indicate a question.
  • Imitate baby's laughter and facial    expressions.
  • Teach the infant to imitate your actions, including clapping    you hands, throwing kisses, and playing finger games such as    pat-a-cake, peek-a-boo, and the itsy-bitsy-spider.
  • Talk as you bathe, feed, and dress the baby. Talk about    what you are doing, where you are going, what you will do when    you arrive, and who and what you will see.
  • Talk as you bathe, feed, and dress your baby. Talk about    what you are doing, where you are going, what you will do when    you arrive, and who and what you will see.

Identifying the Differences

Scientific studies have determined that preschoolers do indeed exhibit bullying behavior.
This behavior is harmful to everyone. It is emotioanly and potentially physically harmful to the victims of the bully. It is harmful to the bully's family, as they must deal with the little tyrantd any repercussions his behavior may cause. It is also harmful to the child's caregivers, who also have to deal with the behavior of the overly aggressive child.
It is also harmful to the bully himself. Children that have a history of bullying are much more likely to be angry, unemployble adults, substance abusers, spouse abusers and/or child abusers. t is in everyone's interest to stop the bullyng child before the behavior becomes a lifelong habit.

The Relationships Between Learning, Teaching and Expectation

Recent research has connected a baby's exploration of their food (commonly referred to as "playing with their food") with more effective learning. Indeed, for infants and young children, exploration of all apects of their environment has proven crucial to learning. This has led parents and caregivers to question what this implies about their abilities; in the example given, an infant's ability to learn to eat with utensils.

This question speaks to the relationship between development and learning, and between learning and teaching. An infant's attempts to learn about their food with their hands foreshadows future explorations that play a vital role in a child's learning as they grow.

Of course, such explorations can have consequences that caregivers and parents don't appreciate - even in the name of learning. Cleaning up the mess created by an infant's exploration of their food doesn't rate highly on most adults' list of enjoyable activities.

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