visual Tag

Posts tagged 'visual'

Reading Challenges: Children with Weak Visual Perception

There are many possible causes for kids’ reading challenges. Sometimes, the kids need to deal with such overwhelming emotions they cannot learn anything, including reading. Other time, the teacher is not teaching how to read properly (yes, you will be surprised how many kids cannot read because their teachers did not teach them how to read properly).

However, some children have reading challenges due to their weak visual ability. This means that their brain is wired so that they are not very good at absorbing and processing visual input. It is important to understand that this is a brain function and has nothing to do with eyesight.

Many parents think that when their kids cannot read, we just need to read with them more, but that is not the case. It is like giving someone who cannot hold a pen different kinds of pens to solve the problem. Yes, reading more brings some benefit, but a weak visual ability requires stimulating the visual perception at a more basic level. Once this is done, reading becomes easier and more natural and no longer frustrates the child.

Strong visual perception is essential for good decoding and memory of symbols. Reading requires mostly visual perception to analyze and memorize, and some auditory support for non-basic words.

Read Reading Challenges: Children with Weak Visual Perception »

20 Ways to Stimulate Your Baby Cognitively and Emotionally

Many people think babies are not interesting in anything since they spend most of the day doing nothing but eating, pooping and sleeping. In fact, your baby’s brain is fully active every second of his/her waking time (some say, even during sleeping time).

Every piece of stimulation your baby is exposed to will be absorbed and registered in their brain. The more you stimulate your baby when he/she is awake, the more synaptic connections will be formed in the brain. The more connections that exist in the brain, the easier it will become for your baby to absorb new information.

It is a never-ending cycle that you can use to your baby’s advantage. The first year of your baby’s life is a critical period. Don’t waste any second of it. Make sure you expose your baby to as much stimulation as you can.

How to Stimulate Your Baby

1. Talk to your baby all the time. Tell them what you are doing, explain your motives, and share your ideas and thoughts.

Read 20 Ways to Stimulate Your Baby Cognitively and Emotionally »

Common Myths about Kids’ Learning and Success

Sometimes, kids’ worst obstacles are their own parents’ misconceptions about kids’ learning and success. As a teacher, I have seen many kids struggle on a daily basis to meet the extremely high and unrealistic expectations their parents set for them. These high expectations for children usually go hand in hand with expectations parents set for themselves.

Such extreme standards bring pressure, tension, pain, depression and a great feeling of inadequacy, both for the parents, and the child. Unfortunately, children carry this feeling with them into adulthood, and raise their own kids using the same misconceptions.

Here are some common myths I have heard over the years, about what will bring success and facilitate kids’ learning.

Myth #1: Kids’ learning is improved by pain and punishment

It is true that humans over time have learned through cause and effect. They improve and evolve by seeing the consequences of their actions.

However, using punishment as a teaching tool does not make children learn what you think (not even if you call it “consequences”). They learn to be afraid and to avoid the punishment. The lesson you were trying to teach them is completely lost. This is because the need to avoid pain is stronger than almost anything and they will do whatever they can to avoid it.

The more painful the punishment, the less they will learn of what you are actually trying to teach them.

Read Common Myths about Kids’ Learning and Success »

ADHD Must Be Contagious

Attention Deficit Hyperactive Disorder (ADHD) is very trendy. If you search on Google, you will see that there are 34,800,000 hits for it (this is today, but I am sure tomorrow it there will be more, if only because I am adding this post…). It is amazing that as the years goes by, the percentage of kids and people with ADHD goes up. Do you have an explanation to this?

In this post, let me try to give you some explanation to this inflation in the diagnosis of ADHD.

Read ADHD Must Be Contagious »

How to Stimulate Visual Kids

Visual kids have a combination video-and-still camera in their heads. They like to see things. Pictures, colours and visual representations of things are their main information carriers. These kids learn best and expresses themselves best using pictures, graphs and colours. To them, one picture really IS worth a thousand words.

Visual kids use colours, graphs and pictures to learn the sounds around them.

Here are some ideas that help visual kids learn better…

This post is part 1 of 4 in the series How to Stimulate Kids

Read How to Stimulate Visual Kids »

Diagnosing Learning Difficulties and Gifted Children in the Early Years

It was psychologist Howard Gardner’s book, Frames of Mind: The Theory of Multiple Intelligences, which first questioned the common psychological orthodoxy about intelligence, the intelligence quotient (IQ), and presented the revolutionary concept of Multiple Intelligences. At a time when a set of tests positioned children in a single spot on the bell curve and educators’ capacity to affect this position was seen as limited, the dawn of multiple intelligences shone a light at the end of a tunnel.

With this great recognition of our ability to enhance intelligence, the two extreme parts of the bell curve – the children with the learning difficulties and the gifted children – became the center of attention. Those two seemingly unrelated ranges of ability require the same type of attention and multiple intelligences brought hope for improvement for both.

A natural progression of that was the area of early diagnosis and early intervention. Should we diagnose learning difficulties during early childhood or will this put a label on them that is too hard to remove? Should we diagnose gifted children or will this doom them to isolation and social challenges? And once a special need is identified, should we intervene or just let nature take its course and allow the kids to “grow out of it”?

Each of the questions presents the choice between a reactive and a proactive approach. For government organizations, these questions are translated to the cost difference between the two, which then determines the approach. For teachers, however, critical time plays an important role in the choice.

Read Diagnosing Learning Difficulties and Gifted Children in the Early Years »