Cooking is a great fun way to practise getting both hands to work together. This helps to develop coordination, hand and finger strength and dexterity skills; all skills required for handwriting. However, it is amazing how much talk can come from this as well; not just at the time with you but when they share the day’s experience with others later on (developing their phonological awareness).
An added benefit at this time of year is that you can do ‘Pick Your Own’. Getting out and about and encouraging your child to pick their own fruit is not only great fun but another sneaky way of working on their hand and finger strength and dexterity.
There are so many recipes, especially online, for making quick easy great tasting food (make a large batch and freeze the rest).
So, if the sun is shining, or it is just not raining, get out there find your local ‘Pick Your Own’ or check out the bargains at your local shops/market and get cooking!
The last thing you and your child probably want to think about right now is handwriting or phonics and getting ready for next term; and quite right too!
So, don’t think about it in the conventional way of practise, practise and practise.
Think more play, play and play!!!
Children learn so much through just playing; developing physical, mental, communication and vocabulary strengths and skills, which all support them at school and with learning.
Once introduced to a new game or activity children will very often take it and make it their own, making new rules and introducing extra characters or challenges.
The skill as a parent is remembering to let go of your preconceived ideas about how a game should be played and letting your child take the initiative.
If you provide the opportunities, it is amazing how they will take on the challenge of inventing a new game or (in their eyes) improving an existing one.
This does not have to cost a penny; use the toys they already have or make games using empty plastic bottles or cardboard tubes.
The following types of play can support and develop the key strengths and skills your child needs for handwriting and you have not had to mention school or homework.
The local play park is a fantastic free resource; running, jumping, crawling and climbing can all be encouraged. If your child is a little reluctant then it may well be that they are unsure how to do some of these activities. Explain when jumping that they needed to land on their feet and bend their knees as they land. Start small and as their confidence grows so does the height or distance they jump. Climbing can be scary for some children so again explain how to climb, moving one hand or foot at a time so that there are always three other points of contact.
If you are lucky enough to have a garden then mud play is messy but so much fun, it can be contained in a small area and will not only make you a cool adult but, if you join in, it will knock years off you (have a go, it is a great free therapy session).
Skittle games are always fun, extend the activity by decorating the skittles (plastic bottles or cardboard tubes) using anything from crayons, paint or even dress them up as people or animals.
The SUN is meant to be out which makes it time for the water fights and games to begin.
It is August so the weather should be perfect, so why not set up water squirting games in the garden. The kids are waterproof and everything else will dry out, eventually!
How can water fights and games, where you can get wet, be handwriting and phonics homework?
You will be encouraging your child to develop their hand strength, co-ordination and eye tracking skills (all handwriting skills). However, these games are also fantastic for developing sound and word awareness skills.
Try mimicking the sounds that the water makes as it drips on to the floor or hits the targets; use directional language to support your child’s aiming skills; describe how the objects move when hit: bouncing, rolling or flying and talk through the emotions evoked through playing the games.
As well as supporting your child in developing a whole range of physical and language skills you will also increase your cool adult status.
Some fun water games:
Try setting up a target wall, using chalk to draw the targets.
How many of the targets can you hit with water squirted from a water pistol or squeeze bottle in a set time.
How many targets can be washed off.
Set up a skittles range.
Each skittle hit with water can be worth a certain number of points, or the distance of the skittles may affect their value.
A time trial game to hit all the skittles. If you are using plastic bottles as skittles try making some of them a little heavier by putting sand or dirt in them to make it a bit harder to knock them over.
Move the object race games.
A light toy/ball has to be moved by squirts of water over a distance.
A range of objects moved in to target areas to gain points.
The only limitation is you and your child’s imagination and trust me kids never tire of finding new ways to play with water (but then again neither do many adults)!
So, it is the perfect time to go out and play or, as is often the case, stay indoors and play.
Play is often thought of as a frivolous pastime rather than a practical and meaningful one. However, here at Teach Children Ltd we see play as a vital part of a child’s physical, emotional, social and intellectual growth and well-being.
There has been considerable research over the years on play, which supports our point of view, with the consensus being that children need to experience five different types of play (Dr.D Whitebread, 2012). These five types of play are roughly based on the developmental opportunities they provide, especially if it is child driven rather than adult lead.
In our update parent section of the Teach Handwriting website we have a new ‘Learning Through Play’ section. Here you will find games and activities ideas to suit all ages.
If you click on the ‘Games’ button or follow the link (https://teachhandwriting.co.uk/games.html) you will find games split into the five types of play, which will help you encourage your child to experience them all.
This wide range of play opportunities will also support your child in developing their gross and fine motor, communication and turn taking skills.
Narrative Skills to Support the Understanding of Different Writing Styles
Narrative skills are based on understanding and using expressive language. This is the kind of language we use to describe things and feelings, to tell events in order and to recall and tell stories.
Children develop their narrative skills over time taking prior knowledge, what they already know, and building on this through:
Conceptual thinking; the development of concepts such as shape, colour, the passing of time; as well as developing and using strategies for problem solving and prediction (thinking skills).
Content knowledge; what they already know about the topic/situation; the ability to relate situations to their own experiences, the ability to sequence events in a logical order as well as to sequence processes such as getting dressed or making things.
Understanding that different genres are set out in different ways, story structure such as that used in fairy tales is different from that used for poetry or informational text (explaining things) or instructional text (how to do something) such as a recipe.
Developing Narrative Skills:
Role play different situations; doctor’s, school, office, shops etc.
Dramatic and imaginative play; acting out stories together using props and/or puppets and toys.
Matching and sorting games to develop understanding of concepts such as colour, shape and size.
Puzzles for developing problem solving skills.
Ask your child to draw pictures for a story and you write the words
Ask your child to draw or write (make mind maps) of the things they already know about something.
Ask them to draw different shapes in different sizes and to use specific colours for them.
With older children make and draw charts and graphs for classifying objects.
Through Songs/Nursery Rhymes:
Children’s songs and nursery rhymes cover a wide range of concepts:
Everyday sequences such as in the nursery rhyme ‘Here we go Round the Mulberry Bush’ which uses the phrase ‘This is the way we…’ to order the event of getting up in the morning.
Introduce concepts such as size, colours, shapes and numbers such as “One, two, three, four, five once I caught a fish alive…”
Tell stories for example ‘Baa Baa Black Sheep’ or ‘We’re going on a Bear Hunt’ by Michael Rosen & Helen Oxenbury.
As your child explores objects, describe them and their uses; compare and contrast objects.
Remember to give your child time to work things out, or to solve a problem. It can take a child several minutes sometimes to process what they have heard and to formulate a response.
Talk about concepts such as shape, colour, size, texture.
Explain and use language that explains where things are in relation to each other (spatial awareness) such as above, below, on top of, next to, first, etc.
Help your child to develop an awareness of time, not just the here and now but what happened in the past and might happen in the future.
Put processes into sequence using things like recipes, making things or how plants grow, the passing of time, weeks, months, seasons etc.
Encourage your child to recount their day or to re-tell a story.
Encourage your child to tell you what they know about something as well as sharing what you know.
When sharing information explain how you learned about it; read it in a book or on the internet or heard it on the TV or radio.
Encourage your child to guess and predict what might happen.
Encourage your child to solve problems or resolve conflicts; if you do it for them explain what you did and why.
Embed conversation into everyday routines such as getting dressed, meal times and bed time.
Through Book Sharing:
What books to choose?
Books that tell a cumulative tale
Books with a natural sequence
Books with a repeated phrase or repetition as part of the story
Book Sharing Tips
Read books on topics that interest your child.
Ask your child to tell you what they know about the book you are reading.
Encourage your child to join in while sharing a book, saying repeated phrases for example.
Read with expression.
Encourage your child to re-tell the story.
Re-read books so that your child can become familiar with the story, making it easier to re-tell the story.
Relate what is happening in the story to your own child’s experiences or ask then to tell you how it might relate to them.
Use props to tell the story to help your child remember the sequence of the story. They may find using props a great way to re-tell you the story.
Encourage your child to talk about the pictures. Take their lead and try to ask open-ended question (those that cannot be answered by yes or no).
Talk about the books you like and what you like about them.
If your child loses interest, try again another time.
Talk about the pictures in a book or sections of a story and let your child tell you their thoughts about what is happening and might happen next.
Vocabulary is knowing the meaning of words including names of things, feelings, concepts and ideas. The larger a child’s vocabulary (understanding what words mean not just being able to say them) the easier it is for them to understand what they are reading.
The more you talk and share words and their meaning with your child the greater their vocabulary will become.
Introducing and playing sorting games helps your child to build a mental filing cabinet system of categories, this helps them to remember and learn the meaning of words. Start by introducing simple categories of everyday items like food or clothes as their vocabulary increases categories such as colour, size and texture become more appropriate.
As babies handle objects and toys describe how they feel, what they look like or the sound they make
When you are playing with your child add in new words (explain their meaning), descriptions or expand on words they use in play. For example, if you are playing cars with your child you may comment on the size difference or colours between the cars.
Remember children learn new words best when they are learned in context, that is, in a natural setting.
If they are trying to say a word let them finish and then say it back to them clearly and correctly. Do not make them repeat it back to you, they may choose to do so but make it their choice.
When drawing or painting with your child, or they are sharing their pictures with you, talk about the shapes, colours types of lines (straight line or curves line), what you like best about the picture, and the objects you can see.
Through Songs and Nursery Rhymes
Listening of nursery rhymes and children’s song is a good way of helping your child make the distinction between the music and words (language used) in them. It is a good idea to practise this skill when there are no other noise distractions.
Try playing some action songs and rhymes to help your child learn the actions for the rhyme, then let them have a go on their own. Watch them to see if they can do some of the actions at the right time in the song, to see if they are listening for the right cue words. If they are struggling, explain they have to wait for certain words and show them what to do and when to do it.
Nursery and silly rhymes are great ways to introduce your child to rhyming sounds and increase sound play in words.
Singing often slows down our pronunciation of words, helping your child to pick out unusual or rhyming sound patterns. As with reading aloud it can introduce a wider vocabulary for your child.
Finger rhymes and action songs encourage your child to interact with words, the sounds within them and the rhythms they create. Finger rhymes such as ‘Round and Round the Garden’, ‘Pat-a-cake’ and ‘Incy Wincey Spider’. ‘Row, Row Your Boat’ is a lovely whole-body movement song that encourages a rhythmic whole-body motion, which babies and toddler enjoy (as well as the adults).
Speak in ‘parentese’ until a child is about 9 months old as they will listen to you longer and hear more words
Talk about feeling and situations throughout the day.
When your child points at something tell them the name of the object, for example if they point at an apple, say “Apple”.
Explain words or give synonyms
Avoid replacing unfamiliar words with familiar ones (explain the meaning). Remember to try to use the new word in context regularly as repetition of the word will help your child to remember it and reinforce the meaning of the word.
Repeat and expand on what your child says, so if they say “Dog!” you may say “A big dog!” This also helps them to develop an understanding of sentence structure.
Through Book Sharing
What books to choose?
Books with words not used in everyday conversation.
Non-fiction books (informational, instructional, true stories) -as they use different words to fiction (story) books.
Any book really. The language of books in much richer and varied than that of everyday conversation.
Book Sharing Tips
Sharing and talking about the books you are reading helps to build word knowledge, as you point to the pictures, picking out different objects.
Reading out aloud helps to introduce your child to words that they may not experience in their everyday talk. This helps to expose them to new vocabulary and the sounds to be found in those words.
Reading aloud poems and story books with strong rhyme elements, like those found in Dr.Seuss books, helps introduce the new words and rhyming sounds in words.
Try exaggerating the rhyming words to help highlight the sound patterns, making it easier for your child to tune into them.
Explain unfamiliar words; don’t replace them with familiar ones.
When a word has more than one meaning. Talk about the different meanings.
Add descriptive words or more information than in the book.
Encourage your child to talk about the pictures. Add information and ideas to what they have said.
Use words to describe how characters in the book might have felt at a point in the story.
Use words to describe ideas in the story even if they are not used in the book.
Remember children learn new words and their meaning through repetition, so you will need to be patient as you re-read the same story over and over again or answer the same questions over and over again.
At about the age of 4 years old children start to develop an understanding that words can be split into sound parts (syllables) and that these parts give the word its rhythm. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.
They should be able to orally blend syllables together to form words and segment words into syllables.
A fun activity to help develop syllable understanding:
How Many Syllables?
Children love to clap out the number of syllables in a word. It is important to say the word at a normal speed rather than really slowly as this can distort the word and make it difficult to hear the syllables. To start with a child just needs to be able to recognize them by clapping, stamping or jumping for each syllable of a word; they don’t need to be able to count them. It is thought that only about 50% of children can count out the syllables by the age of 4, so you can do the counting for them.
Spoken syllables are organised around the vowel sounds, making counting them easy; as the jaw drops when the vowel sound is spoken in the syllable. Try placing your hand under your jaw with your mouth closed before you say a word. Start with ‘cat’ you will notice the jaw drops once, this is because it is a one syllable (monosyllabic) word.
Most children will find it easier to identify syllables in compound words to start with. A compound word is formed by two words (root words) put together such as: sunset, hotdog, snowman and postman. They find it easier because the jaw tends to drop quite distinctly as we say the vowel sound in each of the root words and because we tend to say these words slowly.
Treasure hunt and hide & seek games are a great way to teach a child directional and placement (prepositions) language. It is important for a child to learn directional and placement vocabulary so that they can both understand instructions given and share information themselves, such as; ‘put your cup on the table’ or to say ‘teddy in car’.
Through treasure hunts and hide & seek games you can introduce new directional and placement language in a fun and exciting way. There are a number of different ways to approach this:
You can give verbal instructions to the hidden treasure.
You could create a map for them to follow and ask them to talk through the map, supporting with new language as necessary.
You could use a mixture of verbal and map clues.
For older children get them to hide the treasure and give you instructions, or draw a map.
If you have more than one treasure to find make the most exciting piece more difficult to find.
The important thing is the language shared. Words and phrases to use are: left, right, straight on, forward, backwards, about turn, turn around, up, down, higher, lower, stop, next to, in front, beside, underneath, on top of, behind, on the left of, on the right of, outside, and inside.
Treasure hunts and hide & seek games are a great whole class or family activity and you are never too young or too old to join in!
Spring and all that we often associate with this time of year is upon us: lambs, chicks and new life. This in turn prompted memories of singing ‘Old MacDonald had a Farm’, with my own children. A strange connection; maybe!
But, maybe not! Through the making of animal noises and the repetition of the ‘e i e i o’ refrain the girls were learning to play with sounds. Through the song they were learning how to make sounds through changing their mouth shape, the position of their tongue and controlling their breathing.
When they couldn’t make a particular animal noise we just moved to the next animal on the farm, because it is a fun song, so no pressure. Next time we sang the song, the animals were still all included and over time they learnt to make all the animal sounds. Which, by happy coincidence, are the same sounds (phonemes) needed in our everyday speech.
The great thing about Old MacDonald and his farm is that he also has tractors, a quad bike and depending on where he lives even a helicopter. The list of vehicles and additional animals is endless, especially if he opens up his own zoo next to the farm!
Old MacDonald and other nursery rhymes/songs all help to build and teach a child how to make the sounds required for pronouncing words. They offer a child the opportunity to practice making sounds which they may otherwise have no experience of in their normal everyday life. They will store this sound making information for later use as they mature and extend their vocabulary, which in turn supports their phonics knowledge, which impacts on their reading ability.
We have put together some quick step by step Easter drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles. It is amazing how, by using these simple shapes, you and your child can create fantastic Spring/Easter: cards, pictures mobiles or bunting: http://bit.ly/2kyeo3w
Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. As well as supporting shape, colour, pattern and language development.