Large class children's understanding of time gradually to a longer, shorter time period extension. They can know the day before yesterday, the day after the meaning, but also a Time on the clock with a better understanding, but can learn to see the whole point and the slightest bit, the other on the cyclical nature of time has also been preliminary understanding.
However, the concept of time with liquidity, not reversible, cyclical and abstract features, such as today, there will not be passed on the second day, four seasons this year, next year there four seasons, etc., in addition to children's understanding of time itself has a subjective and ambiguous nature, vulnerable to the impact of real life, so parents teach children about 5-6 years time, from several aspects of this: < br>
1, to help children learn and understand the vocabulary that time. That time period, such as words: morning, noon, afternoon; that time has the relationship between words: first, after then, the last; that some uncertain time in the words: Once upon a day, sometimes; that tense words: has , is the future, etc., in their daily lives, and children in the story, when talking to consciously teach children to recognize, understand and correctly use these words that time, help them understand the concept of time and the right time.
2, to guide their children in daily life concerns of time, penetration of the concept of time. For example, the use of the timing of children to kindergarten, nursery and children take a look at the week recipes, talk about the cuisine from Monday to Friday, with some of the major festivals of the These require parents to do off, to seize the many opportunities will naturally be good at.
3, to teach children about clocks and watches, learn to see the whole point and the slightest. Through the use of waste materials with your child watches designed by and children playing and know the functioning of relations between them, the establishment of the initial concept of time.
4, consciously made to the children of the time required to complete the task to develop the child's sense of time. For example, before dinner you can remind your child, quickly pick up toys, another 10 minutes we eat, the child was in the process to Morning games with your child to wear clothes, let the children experience the speed of doing things, and then understand the passage of time, treat time to develop good habits.
In short, life experience and understanding of the children perceive the basis of the concept of time. Children understand the concept of time in daily life through the experience of time and experience gradually developed.
geometry and spatial
82.5-6 what age children can learn about the knowledge of geometry and space?
this stage the children's understanding of geometry not only have expanded in scope, but in the abstract level also improved. 5-6 years old children begin to understand more complex relationships between geometry, graphics, the relationship between not only as a graphic similar to other graphics consists of several components, but also by a combination of several different graphics. Such as rectangular can be 4 or 4 small rectangular mosaic made of triangles, as well as by a ladder and two triangles or one square and four triangles synthesis, etc., in addition, this phase of the development of the child can better summed up in a certain level of abstraction and understanding the relationship between graphic. Such as square, rectangular, trapezoid and rhombus, parallelogram, etc., can be summarized as quadrilateral, because they all have four sides, 4 corners. 5-6 years old children begin to understand some three-dimensional graphics, including the cube, cuboid, sphere, cylinder, correctly named, and can tell their basic features. If the cube has six faces, six faces as large, and are square, put it on the table, in any case put, can not scroll; cuboid has six faces, six faces are rectangular, and the relative two face, etc.; ball from the look in either direction are round, and free to roll; both top and bottom of the cylinder is the same as large round the middle from top to bottom as thick, lay it flat on a flat surface, will scroll back and forth, like a pillar. After exposure to the three-dimensional graphics, three-dimensional graphics and graphical plane know the difference between, plane figure is only length, width, geometry has length, width and height (thickness). This stage the children will be divided into a kind of equal 2 or 4 copies of minutes after that, after every kind than the original small, 2 or 4 copies of the original is still together in kind.
on the spatial orientation ,5-6 years old child has been able to fully identify the up and down, around the position, on this basis, beginning to understand about, first to distinguish between their left and right to self-centered to identify objects and about their relationship, and then gradually transition to identify the object as the center around the object and object relations, such as TV on the left of the chair, desk to the right of the picture. This stage children begin to learn according to the instructions left to right movement. However, the left and right orientation relations are quite complicated, especially about relationships to identify the object as the center for children,UGG bailey button, particularly difficult, not easy to master. Parents in their daily lives, repeatedly used the concept of left and right direction, but do not often use vague concepts such as Help them acquire the position re-use concept.
83. why other children can understand the diamond, parallelogram, but my child can not learn?
this phenomenon is not surprising. As for why some children to understand the diamond and parallelogram, and your children can not it? I think there are two points worth considering:
First, the ability of children to learn geometry there are individual differences. As mentioned above, we introduce a certain age the child is the general level of development, at the same stage of development of different levels of the children there are individual differences, some children will develop faster, some children would be relatively slow, for rapid development of the child, in addition to his most children to master this stage to be outside the control of the graphics, but also meet the other geometric shapes, such as diamond, parallelogram, etc., slightly slower for the development of the child, allowing him limited ability to understand the extent permitted by the graphics, and some kids can not even grasp that most children can master the graphics. Ability of children to learn geometry there is an objective understanding of the content determines the difference in the number of differences, but also determines the limited nature of subjective efforts, therefore, do not force him, accusing him, so that the child will lose interest in learning mathematics, from the psychological resist the mathematics learning.
Second, the children's understanding of geometry and their life experiences great deal. If you are in life, such as regular pay attention to guiding the child observed diamond shape of a parallelogram, etc., and compare them with the combination of square, rectangular different, the children will gradually realize the graphics.
84. how to help children distinguish between the body and the geometry geometry?
understanding the geometry, the child usually used to refer to form objects, such as the square of the cabinet, round toys, an indicator that the child is also often confused with geometry and geometry, it can not distinguish the shape and body. When teaching children about geometry, geometry and geometry of the distinction is an important content. Simply put, the difference between geometry and geometry is the geometry are the length, width and height, is a three-dimensional graphics, geometry only the length and width, is the two-dimensional graphics. The plane figure compared with the corresponding geometry not only deepened the understanding of the plane figure, but also highlighted the characteristics of geometry, plane figure to help children overcome the confusion with the phenomenon of the geometry. Also to teach children to distinguish between a cube and the square as an example to illustrate this. Teach children about the cube, you can use the building blocks of a cube and a face with such a large cube made of paper comparison. Let the children first recalled the following characteristics of the square, and then compare it with the cube of the difference. To the child that has a square face, it has the length and width; let the children count the cube there are several surface and in every face marked with a number, draw a total of 6 faces, let the child is 6 a surface the size of the square can be done with other large reference, let the children found the original cube's six faces are the same large, the square and cube placed on a horizontal surface, let the children to find in addition to length and width of the cube , there are high, let the child with the index finger along the edge of the square and cube move, personally feel the difference between the square and cube, clear length, width and height of what the specific means to learn in order to identify geometric shapes and geometry. In addition, it can also allow children to practice making geometry. Such as: a child with a cross painted with 6 colors and glue-type hard disk, please make a child into a box used to hold the color of chocolate. In the process of making the image of the child to perceive concrete cube has six faces, six faces are as large as the square.
85. how to help children understand the cube, cuboid, cylinder?
to help children understand the cube, cuboid and cylinder, usually have such common ways:
First, give children the opportunity to fully utilize a variety of sensory perception of the characteristics of geometry. To know the cylinder, for example, give children a cylindrical beverage cans, or other items, let the children the freedom to observe, touch and display, and think about what it is like? What we have seen as objects? What does it feel feeling? From different directions to it on the table what will happen? What is the shape of its ends? Its name? And other issues. Then, and child observing and discussing with the edge, so that children recognize this as beverage cans, ends round two of the same size, same as the thickness of the middle, on the desktop in one direction only (or before and after the left or right) to scroll , looks like the shape of a column is called cylindrical.
Second, you can compare the graphics and geometry, and plane geometry and differences between the same point in the process to help children understand the characteristics of geometry. If also the cylinder, for example, in the understanding of the cylinder, the cylinder and the sphere can make a comparison. Cylinder and sphere to give their children two toys, let the children free to play with, thinking the cylinder is not sphere? Child might say it is not, it may be said, then parents to inspire children from different directions to see the cylinder and sphere, to see whether they see the same shape, regardless of where the child will find that watching the sphere, see are round, but is not which side of the cylinder is circular; inspire children observe the sphere and cylinder rolling direction, guide the child can either find the direction of ball rolling, while the cylinder is not flat after rolling out. After such a comparison, the children will find similarities and differences between the sphere and cylinder, thus deepening the understanding of the characteristics of the cylinder.
Third, through the operation to explore the characteristics of geometry. Children how to make some of the geometry, specifically in the production process of perception of the image of the characteristics of geometry, and then expressed in general language. If parents can prepare for their children, like the size of the two hard discs of paper, the color of a rectangle of paper, put the kids to see what the hands of graphics, Bibi size of the two circles and ask the child to stick them into a cylinder body, stick into, after coming analyze the characteristics of the cylinder.
Fourth, we can in our daily life and a variety of games to consolidate geometric features. Such as the mother doing the noodles, you can give a child a piece of dough to the child objects of various shapes Niechu; children playing with blocks, it will sense the difference between geometry, the sphere base from any direction are not up, the cylinder can base in one direction up the cube and the cuboid can be in either base up, and so on. Geometry of the other kinds of knowledge can also be used more than one method.
86. should not teach children to
any object occupies a certain space, have a certain area and volume, has a size of the points. Teaching children about geometry, the Together, the triangle is a large square; a rectangle can be divided into two small rectangles or four small rectangular, divided into rectangular smaller than the original rectangle, four small rectangles together, or the original large rectangle. Cylinder filled with a large cup of water can be assigned to several small cylindrical cup, a few small cylindrical cup of hydrated up to a large cylinder filled cup. Area and volume is one of the basic characteristics of geometry, whether we want to or not, children are inevitably exposed to this problem. Therefore, the crux of the problem is not taught or not children understand the area and volume, but how to teach and to teach to what degree. We believe that the children for this stage, we can not teach them what is the area of what is the volume of such an abstract concept, but can not make the child understand the area of the rectangle equal to the length multiplied by the high volume of a cylinder multiplied by the area of a circle is equal to High divided by two, but in daily life, parents and children can be compared with the size of two objects, the size of the number of frequent use of the concept, the concept of area and volume of concrete, such as the Big Apple, small table, a small bowl, put break it into two small pieces of bread, drinks from large bottles assigned to a small cup, a cup and so one can use some natural gauge of the area and volume measurements, such as a table with the book as a gauge measuring the area,Bailey UGG boots, with a small measuring cup large number of small glass cup to Sheng's water, so that even though children can not say But, in fact, children have been able to understand the Therefore, the parents not to teach the concept of area and volume to their children, but to let children experience the meaning of area and volume.
87. why the children can tell about their own, but can not say about others?
about the ambiguity of the standard orientation discrimination, determines the orientation about the complexity of the concept itself, but also determines the children grasp the difficult concepts about sexual orientation, can say about their own and can tell others about the phase because they can tell others about the more complex, the child is concerned, more difficult to master. Psychological research shows that children's thinking at this stage with the self-centered, that is only from the perspective of their own problems, not from other people's perspectives, such as a toy on the child's right, if the mother said on her the left, the child will wonder, . Visible from the child's questions, the children at the same time considering their own judgments and judgments mother, has been completely vague about the reference to judge the right and left eyes of the concept of children relative to their absolute concept,Discount UGG boots, the child's confusion is that I did not variable, toys has not changed, but how about changing the position relationship it? Therefore, how to make children aware of two judgments of the frame of reference is different to overcome and get rid of We also know that at this stage the level of the child for the specific image, abstract logical thinking began to sprout, so for them, a lack of experience of the theory itself is pale, and any empty is helpless to explain. Therefore, parents need to help children in the specific level position through their own experience about the personal transformation to the relative position, gradually in the face of the same problems, can be performed automatically in the minds of the conversion process, and finally carried out quickly conversion, which is about the abstract summarizes the relative orientation. For example, for the above problem, toys in the child's right, you can let the child make a mark in the right hands, and then let the children transfer the body about 180 degrees, and her mother in the same direction, and look at toys at this time which side of their own, children will find toys, now in his left side, also in the left side of her mother, when the sub returned to the original direction, the toys and in their own right. Repeated similar activities, the children will be able to get rid of experience in mathematical logic
88. Why do children say
5 朵 safflower, 3 yellow, red flowers when you ask to spend more and more also in the child's answers are often wrong. Life there is often a similar phenomenon in the troubled parents, the parents tend to think of the number of children is part of the number of errors occurred to the child blindly and mechanically to remember: thought: together to form an object group is a collection of each class of objects, such as a group of people, a chopstick, a box of blocks, each set contains a number of different, such as is a part, is its subset. studies show that 5-year-old children with specific image-based thinking, abstract logical thinking, just began to sprout, when asked the child the saffron, and flowers contain a red flower, yellow for children this seems abstract, so the majority of children is the answer, saffron and more. on the set and subset inclusion relationship, children need a certain abstraction ability to understand. 3-6 year old children to perceive the boundaries of the collection, but all the elements of the collection lacks precise perception of the relationship between sets and subsets, and part of the overall understanding of the relationship yet, do not know a large collection of in the subset of the whole is greater than parts. our understanding of some of the children aged 3-7 contains experimental comparison made between capability. They are carrying the Three Little Pigs buoy side by side, including two wearing red pants, and asked children : Children Aged sets and understanding of the relationship sub-set contains the age of 45 from 5% to 65%, indicating sub-set of children includes set and understanding of the relationship gradually improved.
89. the child said, cows plus five equals eight the number of relations, it also penetrate the concept of class issues. all around us there are many attributes and characteristics of different objects, if you have the same attributes or characteristics of the objects together to become a , apples, bananas, etc. together, collectively known as fruit; to tigers, elephants, lions, etc. grouped together, the total known species. can be seen in the animals, and people are human. Therefore, they belong to two different classes, the sum of two different classes of objects is wrong. As a parent, one should tell their children and cattle are animals, and people can not be grouped together . On the other hand, in life, children should be strengthened understanding of the concept of class, through the classification of activities, such as to guide children to the object classification, classification standards to determine freely their own classification, and use language, child care during the initial understanding of the classification class and subclass relationships.
90. how to guide children from a different perspective to a group of objects classified?
wonder if you have noticed in you and your child a game when kids give you a piece of square blocks, the child will quickly put it in your hands; Ask your child to take a large square building blocks you, he needs some time fee, you also may be given not you say a big square blocks. This phenomenon is not surprising, the youngsters from two different angles (large, square) to a group of object classification for him, there is still a certain degree of difficulty. This For us adults a casual indication, the need for children by memory, analysis, looking, judging, classification, search and seize a series of thought processes, so we should help children to complete for him to have a certain degree of difficulty classification activities, parents can try to do something the following aspects:
1. should be noted that classification of material differences: the child and vivacity, and often played with his own room a mess, parents will ask the child to the room Categories packed, and the children will feel free to start out. Classification material differences in the more difficult the classification of children as adults have a sense of difference between a good grasp of the material, and ensure that classified activities for children, is conducive to the development of thinking . such as: building blocks of the game, the material must have a large square blocks, the small square blocks, large blocks of non-square (such as a large triangle, large round, etc.) at least three, this is conducive to the correct classification of children .
2. to encourage children to hear, remember the classification criteria: the younger the child, sometimes in the classification process of concentration to forget the adult instruction. begins, adults can follow the child, looking for remind children classified by two characteristics, the children should be divided after a good strong appreciation, build their confidence. After a period of time, may request the child repeat the instructions of adults to help children enhance memory, and thus the successful completion of activities.
3 . inspire careful observation of children, independent thinking: Facing the classification materials, inspire children to carefully observe adults, identify characteristics of the object classification, characteristics consistent with the Directive from which search out objects of thinking can lead the children in accordance with characteristics of each screening. such as playing with blocks case, you can first find large blocks; then a square in which the selection of building blocks, or find someone to square blocks, and then selected in which a large ... ...
Anyway, in the course of activities continue to encourage children to inspire children initiative is to help children complete the activity an important factor.
91. how to guide their children in accordance with the life time of the incident have to sort?
4-5 year-olds have been on time some initial perception, such as playing the game to play doll house father, mother, knowing the morning to go to work, go home at night for dinner, let baby sleep at night on Sunday to the park to play with dolls ... .... in the child already Based on the experience of time perception, and guide their children in accordance with the sequence of events in life to sort, it helps promote the cognitive development of children in chronological order. Parents should guide their children in the conscious attention to the following aspects:
1, the selected events in the life of the child should be familiar, personal experience, I feel to get. parents first day morning, noon, and evening events typically draw order of the map for reference by the children. < br>
2, the sequence of events selected by the near and far, from short to long cycle period, parents can start with the day to a week of events within the sequence, and eventually developed into the season for one year understanding. guide their children in accordance with the life time of the incident has to sort, both to help children understand the timing, it can also enhance a child's perception and understanding of the sequence, serve two purposes, why not the parents do?
< br> 92. height Child can not answer your question, you can try to reduce the degree of difficulty and guide the children to think. Such as: highest? (small strength and high). by any two gradually progressive, to help children understand the amount of transfer between an object of perception in the series.
93.
want to know, large triangle, think about this big area of the triangle and the square of the area just as big? The answer is the same. Although not the same as the shape of two figures, but you still can correctly determine their size, which is Conservation!, of course, conservation is more widely involved in the surface, it includes:
(1) the number of conservation. 10 birdies in the branches rest stop, a gust of wind blowing, the birds are in flight day,bailey UGG boots, what a tree or fly overhead, birds and more birds and more? In fact, the tree is 10 birds, or fly through the 10 birdies, which is about the same, the difference is the 10 bird's attitude changed.
(2) the amount of conservation. the amount of conservation, he also includes three different elements: an area of conservation, that we started a small square and triangle game. length of conservation, as long as two lines, put a straightened, put a bent, think about it, as long as they also? The answer is yes, they are still the same two lines long. volume conservation, In a long thin container into the water, it then poured into a container in the rough short, these two containers of water as much? fact that water is not changed, but change the container itself, so the water is about the same. This content is composed of three conserved quantity.
number of conserved or whether the amount of conservation, they are the essence of the object can not change the external form of interference, correctly judge the size of the number of objects. It is not a number or quantity of the concept of the concept, but a logical concept.
94. Why I can not teach children the proper completion of br>
in discussing this issue, we must be clear: the child's What first glance, they often think that the object is like this, rarely take the initiative to think through the surface of its nature. so you will find that when children face a very tight arrangement of 5 apples and put too 5 more apple loose, the child that was loosely put Apple Apple borne more than row. Faced with this situation, how do we do?
First of all, we should not rush to criticize the child, but give them some time to let the children learn to observe. through observation, that not the same between the two columns where Apple. Then we can ask the children what each column a few apples? children to count, by number, the number of apple clear. Then, let the kids out to determine what they going to Apple much? believed that the child will get the right answer. Finally, we must also let the children go back to re-think: Why am I beginning to think that Apple is putting too loose much? key to this last step, we are not content to let the child come to a result of conservation, but to let the children through the logic of conservation activities thinking to develop. children think about the process, it will gradually understand that one looks too long row of objects, large objects, loose objects have not put that many objects.
addition, in the amount of conservation, we should provide for the children can serve as intermediate objects to the comparison and the child, try it. For example: children in the exploration area of the square and triangle are as big, we can give him a small triangle, so that children can be divided into several gestures to a small square triangles, large triangles can be divided into several small triangles, the number of share the same, that these two graphs is the same area. Again, I do not know how to judge the child as whether the water in two containers as a long time, we can give the child a small spoon, take a look at each container have a few tablespoons of water, is not as much.
to know that only a child himself tried his memory was something profound, and only thought about the child's knowledge that he can really learn!
95. Why is my child able to do br>
we all know, Conservation and the number is closer to the child's life. In children daily life, we often ask them: There are a few you? Like them more? to summarize and refine their existing knowledge and experience. As for the conservation of the amount of content, usually touch the child's small, so in the event when he first be familiar with the requirements of conservation, that he wanted to know what is more, what whether the same place. This child, this will take some effort to find out. Second, he had to think what kind of methods to accomplish this task. It s not like the number of conserved, count can be solved , but rather is going comparison and, perhaps also with intermediate to complete. from the difficulty of understanding the operational differences, of course, will lead children to be br>
As parents, we are conservative in the amount of time kids, do the work of some of the appropriate bedding, such as children with a small triangle to measure a large square, large square is a small amount of a triangle several times; Another example is lined with a match stick shapes in different bending mode, the child with a match stick to the comparison and draw each shape with a few long matchstick. let the children have such a basis, then the amount of conservation activities, the children will not feel difficult but not from the bite.
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