Over-reliance on toys to develop concepts may lead to the risk of developing empty vocabulary and over-simplified concepts. These pictures or plastic shapes of animals are likely meaningless to a blind or visually impaired child, and thus the sounds may be meaningless too. However, we need to question which type of activity the child will learn more from: an electronic toy which has only hard plastic textures, with sounds which are not meaningful except within the context of that toy, or household objects which the child will experience throughout daily activities.įor example, an electronic toy can teach a child to sort shapes, with sounds which correspond to a picture of an animal on each shape. And certainly, these types of toys do have a place in a child’s play. It is easy to begin to search for the ideal toy, flashy and bright, which will teach these skills. We need to provide activities and opportunities which are rich, varied, and which help to develop concepts and life skills. ![]() The benefits of using household items and daily routines are many. In our fast-paced society, it is tempting to search for the perfect toy which will teach children, while overlooking the many opportunities and tools which exist within our own homes and communities. When these skills are continuously reinforced in all aspects of a child’s life, and throughout daily routines, the child will ultimately gain greater independence. They are intertwined in every part of one’s life, whether as a pre-schooler learning left from right, as a child learning Braille, or as a teenager learning to use cardinal directions. ![]() THE CASE FOR FUNCTIONAL SKILLS 50 INTRODUCTIONĬoncept development and sensory awareness begin in infancy and continue to develop throughout the child’s life. TACTILE EXPERIENCES FOR SENSORY AWARENESS 47ĮXCERPTS FROM AN ARTICLE ON THE “MOTHERING” WEBSITE: ARTICLE ABOUT HOME-MADE TOYS 49 LILLI NIELSEN’S ACTIVE LEARNING APPROACH 7 CANADIAN NATIONAL INSTITUTE FOR THE BLIND
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