Jj is for Jottings 124. Neuroplasticity, Power and Children.
This article follows on from the previous article on neuroplasticity and power. However, I just want to mention a couple more points before moving on to the subject of neuroplasticity, power and children. These points include people’s differing needs for power, and avoiding the negative effects of power. Continue reading
Jj is for Jottings 106. Strategies to Encourage Listening to Sounds in Words.
In the previous article I said that I would discuss general strategies to encourage listening to sounds in words, rather than visualising them. As I said, I have found no hard and fast rules, but these types of activities are helpful.
Shanti is coming to tell us all about strategies to encourage listening to sounds in words.
Jj is for Jottings 98. Reading Difficult Words.
Reading difficult words is not an issue with this book!
When your child starts to read aloud to you, they will often have problems with reading difficult words. These words may be just long, or tricky in other ways, such as having several consonants together. (See consonant clusters). Or they could have vowel patterns which are unfamiliar, the rules for which they don’t yet know. It is important to give children time to try to work out the word for themselves. This helps develop reading skills. However, when they get really stuck you will need to help them out. Continue reading
Jj is for Jottings 97. Reading-Aloud Games.
Following on from interactive reading with children, here are some ideas for “reading-aloud games” which you can play with children while reading stories with them. The idea is to be spontaneous, just playfully engaging in banter whilst actually providing wonderful learning opportunities as a bonus. It may sound strange, saying to be spontaneous and then making suggestions as to what to do. But it is helpful to see the types of games you can play and, once you have the idea, you can invent your own activities in the moment. Continue reading
Jj is for Jottings 96. Interactive Reading With Children.
There is a difference between reading to children and reading with children. Reading TO children is just that – reading a story without any sort of discussion or interaction. (For disquieting statistics on reading to children, see here.) On the other hand, interactive reading with children, or reading WITH children, is an active process rather than a passive one. In this case, you are encouraging the child to think, predict, remember and discuss the story, and other related topics may also arise. Therefore it has all the benefits of reading to children, plus many more.
Too young for interactive reading with children, but the right age to start reading TO her.
Jj is for Jottings 92. Managing Children’s Screen Time.
The easiest way to manage children’s screen time is to avoid screens altogether as much as possible, by providing alternative activities. Rory, the foal, is looking over Amy’s shoulder, trying to read “Aa is for Alpacas” with Amy, Zack and Zara.
This article on managing children’s screen time follows on from the effects of screen time on children and parents’ screen time.
This has already been covered in the previous article.
