3.3 Gr. r module 3 numeracy - 06  (Page 3/5)

Learners who are emotionally and socially immature have difficulty with adjusting to the classroom situation and with participating actively. They struggle to control their emotions, are often quarrelsome, are unwilling to take on new things and work in groups, and may withdraw. To develop self-confidence and to be able to learn effectively, they need a secure learner-centred and stimulating environment where they will be challenged to learn.

Examples of activities:

• Provide the child with an example by showing that you respect the feelings, beliefs and culture of others.
• Accentuate the child’s positive character traits and help him / her to deal with aggression and negative feelings and develop self-assurance.
• Therefore: let the child realise that, although wrong actions / behaviour is not acceptable, he / she will still be accepted as a person.
• Encourage group games and participation in such games.
• COGNITIVE DEVELOPMENT problem solving skills

(Cognitive skills are thinking skills that enable effective learning.)

Problem solving skills

Guide the child to identify problems and to find solutions to problems through creative and critical thinking. Grade R educators offer challenges to their learners to motivate them to realise their full potential and develop into people that think critically and creatively as problem solvers.

• PERCEPTUAL DEVELOPMENT (Perception is the accurate observation, organisation and interpretation of information transmitted from the senses to the brain.)

The stimulation of visual and auditory perceptual skills is important in the case of the preschool child, because these skills form the prerequisites for effective learning.

• VISUAL PERCEPTION (the accurate observation, organisation and interpretation of information transmitted from the eyes to the brain.)
• Body image (a person’s awareness and experience of his or her own body)

Examples of activities:

• Instructions, e.g. place your hand on your knee, etc.
• Identifying parts of the body with regard to a doll
• Tracing the hands on paper and cutting out the images
• Puzzles representing the body (children could create these themselves by cutting out pictures)
• Visual discrimination (the ability to discriminate between similarities and differences)

Examples of activities:

• Old magazines – let the child, for instance, circle all the s’s and r’s
• Bingo / Lotto games (finding the corresponding number)
• Visual memory (the ability to remember stimuli perceived with the eyes)

Examples of activities:

• Arrange 6 objects on a tray – let the child observe them for about 3 seconds – cover the objects – ask the child to name what was seen – remove 1 object – ask what is missing.
• Flash picture – ask child to tell what was seen.
• Audibloks visual cards
• Visual constancy (the ability to recognise that the consistency of shapes in space remains the same, despite their orientation, size, colour, texture, etc.)

Examples of activities:

• Games involving shapes, e.g. Lotto
• Selecting and naming corresponding shapes
• Associating shapes with objects, e.g. O (watch),  (matchbox)
• Position in space (the perception of the relationship of an object with regard to the viewer)