Posted on Monday, August 22, 2016 by Freya 2 minutes
If a child can’t learn the way we teach, maybe we should teach the way they learn -Ignacio Estrada
Thank you for following the post! I hope that you have tried out some of the inventive ideas in previous articles! Whether it is cleaning toys (for your child to learn working together as a team) or telling a story with an unconventional style (turn taking and using finger puppets to connect and carry on telling a story), it should be fulfilling to know that you had plenty of fun with those activities.
While carrying out the activities, you might have found it a breeze or conversely, perhaps faced some difficulties. We know that there are many contributing factors for a child to learn a new skill or develop an ability. The guidance and assistance we provide to our children in helping them learn play an important role. Hence, having good teaching skills not only facilitate an effective learning experience but also produce a favorable learning outcome.
Inevitably, there will be times when we see the child not performing at a level that we expect or hope. Know that this not only frustrates us but it may frustrate the child as well! So, two questions occasionally pop into my mind: Why are we struggling to teach? Why are they struggling to learn?
Driven by the urge to help children learn better, I would love to share a principle that has been extremely helpful in understanding our children better.
Photo credit: https://en.wikipedia.org/wiki/Zone_of_proximal_development
Zone of proximal development is defined as the distance between a child’s current level of independent functioning and potential level of performance. In other words, it is the area between the levels of what the child can do and what he has the potential to develop. We, as a competent adult in that particular skill, play a role in giving assistance and bridging the gap from what they know to what they are ready to learn. That is to say, when we teach a child, we have to select a goal wisely, namely choose a target that is within the child’s zone of proximal development.
Photo credit: http://www.ofthat.com/2012/12/game-design-and-zone-of-proximal.html
Let’s ask ourselves, do we really know which zone the child is? Observe and think about the skill that he is displaying now. And then, ask yourself the following questions: What is the next step? Consider objectively that with the guidance or assistance you give: What is the skill/level that my child can most likely can achieve? If you can think in this way, you can develop a lens to see the world with their eyes.
Alternatively, we can demonstrate the correct and incorrect forms of behaviour. With demonstration of the expected behaviour(s), children are given an opportunity to practice the required behaviour. Before you start one activity, you can give the instruction and along the activity, you can give feedback to the child, give him/her precise advice on how to carry out an expected behaviour.
Photo credit: http://thecontemporaryteacher.global2.vic.edu.au/contemporary-learning-in-action/
For this article, I hope to empower you with some insights of teaching and learning. I believe that if we want our child to learn something, we have to learn to see from their perspective. By understanding how their learning process takes place, it helps us think through the learning behaviour that is underpinned by the learning process. It helps us to uncover the reason why our child is not picking up skills and where the learning breakdown is. Lastly, establishing positive and supportive atmosphere as our children acquire new skills is of utmost important.
After all, it eases the mind, for both you and your child, when learning is a pleasant journey. Once again, as we look through a list of games, searching for ideas suitable for our child, bear in mind that fun should be the main criteria. Regardless of the types of activities, whether it is a competitive game or through teamwork, enjoy yourselves!
Reference:
Paul, R. (2007). Language disorders from infancy through adolescence. Mosby Elsevier
Freya has been working with children with special needs for four years and has a strong interest in Social Skills Training. In her time with children, she believes that “Understanding the child’s ability is the key”. She is grateful for the opportunities to grow and learn together with all the children she has met and also to be their companion.
