My previous article was about the importance of games in teaching, now I will deal with the equally important topic of continuity and persistence.
Hello again, if he is working with me with his son, congratulations, he is taking him through the first steps of reading. More importantly, you are easing their way through school.
It is a fact of life, of biology, that our children arrive when we ourselves are small. They come when our future, be it intellectual or technical, is grounded in the harsh world of competition. We’re going from apprentices to settling into that greasy pole of promotion. Time is the enemy, the dream and the tenacious commitment, fundamental for the continuous development in our field of choice.
And then comes the baby how to teach phonics at home. Her needs are now and her needs are vital. We carefully meet the requirements for love, protection, food, shelter, and clothing, but we often pay little attention to their intellectual development, other than pointing out, that’s a horse, that’s Aunt Jane, and here’s your teddy bear.
Now, after reading my first three articles, you know that adding is perfectly loving, caring and responsible, that’s an ‘a’. You also know that it is important to put your child’s learning into play. The next step is to understand that the most important development factor in this game is consistency. Reading is EVERYDAY.
Think about what the house looks like if you spasmodically clean it, or what your desk looks like if you’re away from work for a couple of days. Continuity in learning is vital both for consolidating new knowledge in long-term memory and for gradual success in reading.
Time, when it is your least available asset, is vital to your child’s learning. The time must be reserved EVERY DAY, only ten minutes will suffice, as long as it is constant.
Time must be considered in another sense. If the two-year-old next door learns the twenty-six letters from her in fifteen days, while her three-year-old son is still not sure of the first four letters, she does not panic. Neither child is smarter or slower than the other. Each child is learning at his own pace and that is his right. He remembers the hare and the tortoise. Quick learners are great, they’re easy to teach, and they help in the classroom later on. However, slow learners are often deep thinkers, often lateral thinkers, and if they are not discouraged in their early years, I have found that they will catch up with their faster peers. All children, both fast learners and slow learners, should receive the same praise, the same encouragement, and be valued for what they achieve.
The demonic word “work”, a case of semantics. Never call a reading lesson “work”. It’s not “homework” or “homework,” nothing with the word “work” attached to it. If you’re like me, you complain about housework, it tires you out, it doesn’t bother you, it gets in the way of more pleasant things. Either you complain about having to go back to work or that work makes you depressed. So many domestic conversations that involve the word are negative in every way. If you then talk about “homework” or “homework,” those same negative perceptions are immediately attached. At four years old, your child will complain that he has learned a word or sound, or that he is plotting a number because it is school work. The word should be removed from all schools in favor of ‘readiness’, a harmless little word that doesn’t make young children creep.