Each child is different and so is their reaction to hearing other people talk, and each child responds to spoken language differently. With that in mind, each parent’s child development worksheet should be customized to reflect the children’s specific needs. This worksheet addresses reactions to spoken language with a quick description of Types Of Reactions Worksheet then Balancing The Different Groups Of Children.
Each group of children has its own way of responding to this instruction. When working with this specific group of children, it is helpful to keep in mind what types of reactions this group is likely to exhibit. Because it is important to understand what type of reaction each child is likely to exhibit, parents can find out what language would be most beneficial for them.
At school age children are extremely expressive. School age children learn in a variety of ways: oral, written, and visual. Each of these learning techniques can be expressed in more than one way. Oral language is by repetition, written language is by using diagrams and maps, and visual language is by using pictures and symbols.
Although groups of children respond differently to different types of language, they all experience learning at roughly the same rate. Each group of children is different from the next and therefore each child is different from the next. While it is common to encourage one group of children to engage in more active language than another group, it is also important to teach the entire group to communicate in the same way. As an example, if a group of three-year-olds were asked to express their learning by giving a quick description of their reaction to spoken language, the three-year-olds would be asked to give a description of their reaction to written language, and the description would be answered by two-year-olds.
It is very important to consider the different types of reactions that each group of children’s experiences when they receive instructions. By considering the types of reactions, it becomes easier to consider that instruction would be most effective for each group. The parents or teachers may first think about one group’s preferred language before moving on to another group. From there, the students’ reactions can be compared to determine which group of children would benefit from more detailed instructions.
Once the teachers are confident in how the children in each group are responding to the instruction, they will have an idea of which instructions would be more effective for each group. This helps the teacher or parent plan their class activities around this. For example, the parents might start by explaining that the instructions will be specific to one group of children and then work on a different group of children. After the first group of children has received instructions that worked well for them, the second group can get instruction that works well for them.
While all children need to feel heard, a parent can choose to offer different instructions to help their children in different response styles. For example, one parent may want to provide verbal directions while another parent wants to provide a written instruction. By focusing on the different types of reactions that each group of children respond to, it becomes easier to create instruction that would be more effective for each group.
Because each group of children respond differently to instruction, a parent or teacher should take into consideration the types of reactions each group of children respond to. While the response style of each group will be similar, the instructions should be unique to each group. By doing this, it becomes easier to design classes that are based on the groups’ needs rather than the needs of the individual students. This would be helpful in ensuring that the instruction is going to be most effective for each group.