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Explore Plus. Big Diwali Sale Ends in : 01 days 08 hrs : 35 mins : 30 secs. Playmate Puzzles. We at Playmate are committed to making games which are fun to play, at the same time provide educational learning. Our products high on customer satisfaction and that is exactly what has brought us huge customer loyalty and encourage them to keep coming back. Please make sure that you've entered a valid question. You can edit your question or post anyway. Please enter a question. Suitable for Kids.
Colour: Green Comes as 5 Pcs. Young children learn by playing and by copying things they see you doing and saying. for tips on play for toddlers from the National Council for Curriculum and Assessment. Useful information for 3 — 4 year olds. Read or tell stories. When you and your child both enjoy the experience of reading together your child will learn to love books. Abstract: If children learn through, then we must become better playmates in order to facilitate better learning for the.
All human beings are motivated to learn when they find the learning activity interesting, useful or fun. Learning takes place best for us when we are in a calm and alert state. This means that we need to be physically comfortable, feel emotionally or physically safe, and have the physical vigor to be able to interact with people or objects in the environment. Children with visual impairments, deafblindness and other physical and cognitive disabilities are no different from other learners in these requirements.
Unfortunately, many of these children may not have the language or physical ability to easily tell us their needs and preferences so we can make learning fun and motivating for them. Often times we feel at a loss for how to begin. Report suspicious listings by clicking on. United States. Best Match. DDF; 5'8; 40C; long dirty blonde hair. I'd like to explore our dirty side during weekdays X Tools thirsty4dirty: seeking. There are some strategies that we know work for these children.
One strategy, often discussed by Dr. Jan van Dijk and Dr. Lilli Nielsen, is to follow the child's lead. Another is to build predictable interactions with people and environments through the use of routines or highly structured activities.
Barbara Miles reminds us that, children who are deafblind and to some degree, children who are visually and multiply disabled use their hands as tools, eyes, ears, voice and also to relieve stress. We also know we need to recognize and respond to any attempt makes to communicate if we want to foster the child's communication skills development.
Underlying all of these strategies is the notion of making the experience inviting and fun for the. In short we have to become good playmates for the. So how can we do this? First we have to get a clear picture of where the child is by thoroughly assessing the child's skills in the areas of vision, hearing, communication, fine and gross motor, emotional development, and cognitive development. We also want to get an idea of the level of play and interaction skills the child uses with people and objects.
A list of some resources educators might use to do this assessment is included at the end of this article. This includes types of sensory input, objects, people, activities or actions, and environments that are preferred or not well tolerated. Once you know where the child is and what is interesting to the child you begin by gaining the child's trust. This means sometimes, simply sitting in the same room as the child and not making any demands upon him.
You also show an interest in what the child finds motivating whether that is moving his body a particular way or interacting with particular types of objects. Think about the type of playmates you experienced as. Remember when you were required to play with at some event you attended with your parents?
Did you ever get stuck with the child who was bossy, always controlled the objects or activity, didn't play any of the games you knew and liked or only played games that you were bad at, and who hoarded all the good toys?
Did you enjoy that interaction? You probably tried to get away from that child as soon as possible. We wanted someone who was interested in the things that interested us. A good playmate was someone who took turns, and offered new ideas and experiences without demanding that we go along with his suggestion. As an educator or parent working with who is deafblind or visually impaired with additional disabilities you must become the good playmate to the. So how do you do this? First of all, consider the pace of your interactions with the. How fast can this child take in information? How long does it take for the child to physically be able to respond to sensory input?
Is the child unsure of what you might do with him and a little fearful of the speed at which you move? A much slower pace than you would typically utilize may be needed. Unless we discipline ourselves to be aware of how fast we are moving around the child, we are likely to frighten him or simply overwhelm him.
Step one, slow down. Be generous with the toys you have. Offer the whole toy box and see what the child picks. In order to learn about objects and their properties children have to have a wide variety of objects so they can compare the objects to each other. Typical two-year-olds don't play with one object. They play with many objects in a sequence, often returning to familiar objects to compare with a new object. Be generous with yourself in your interactions with the.
If the child is interested in continuing the interaction, give him extra turns. Make your hands available for the child to use to as he chooses allowing him to guide you in the interaction. Wait and give him time to consider how he wants you to respond.
Let him know you understand or value what he is trying to tell you by mirroring back what he shows you.
This type of generosity is the beginning of many good conversational interactions. Don't be bossy.
Let the child control the activity. Be quiet and don't make demands of the. For example when you are sharing a ball don't say, "Throw me the ball. Let's put it in the basket. Don't try to control the action or the object. Offer to be a part of the exploration, but respect the child if he refuses your involvement. Don't correct him or tell him he is handling the object incorrectly or not completing the correct action.
Having duplicates or a sufficient quantity of toys is also an important. This allows you to model things to do with an object without making the child share his toy with you. Remember, at first the child with not be open to sharing his toys with you. He may show you his toy and you can comment on how lovely it is, but don't make the mistake of taking it from him until he insists you have it. It takes longer for some of us to learn to share, so don't rush it.
As the child experiences success in the way he is acting on the object you can offer an idea of something new to do by modeling an action. Try to determine what is interesting to the child about that object based on how he is playing with it. Is he fascinated with the shape of the object? Show him how the object's shape will fit with another shape, for example putting the ball into a tube or a container.
Is he interested in the texture of the object? Show him a different object with the same texture or offer a very different texture in a similar object for him to compare. Is the child interested in the way the object bounces or sounds when you throw it? Show him how many different objects bounce or sound. Remember, if the child decides he is not interested in what you are showing him you should return to his game.
A little later you can try modeling the new action again. Make sure that what you model is only slightly higher developmentally than the the child is currently demonstrating. For example, if the child is taking things out of a container you might show him how to put things in a container.
It is important to have a clear notion of the "next step" when you sit down to play with so that you don't target skills that are too high.Seeking a fun playmate
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