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In week 3 of our Stage 1 classes, our babies meet a new friend - the one and only Jessie Cat. She quickly becomes a favourite class visitor for the babies (and toddlers) and she offers many learning opportunities in the class environment, as well as much fun and excitement. I have been overwhelmed, this term (Sept 2012) with the number of babies who have fallen for her instantly; sometimes it can take a few weeks for the Jessie Cat phenomenon to sink in - but I have had trembling, squeaking, laughing babies from the outset this term. What a privilege :) So how does a black and white cat encourage your child' curiosity and game playing? Playing the Peek A Boo game with Jessie, when she hides in the box and then pops up, predictably and safely, creates a sense of anticipation amongst the babies. Some of them can barely contain themselves when she makes her appearance and by the end of the term, it is very common for a teacher to feel like the Pied Piper when Jessie comes out to play - babies at our feet and knees, holding on to the table for the best view, sitting up the table to be as close to her as possible.... it's absolutely magical to be part of these moments. It is Jessie Cat's Peek A Boo game that teaches the essence of the very sweet "Where?" sign. For me, it is possibly the most expressive sign that our babies learn and use; often it is quite approximate - sometimes one hand only, sometimes frantic waving of both hands - but the intention is always clear. Usually, their hands only do part of the communication here - it is their facial expressions, their body language, their vocal utterances and their interaction with the Cat in The Box - that bring it together. This wholehearted engagement and concentration on Jessie is quite something to watch from the teacher's perspective. The weekly routine of Jessie Cat and her Peek a Boo game builds familiarity and helps babies to hone their sense of object permanence. Jessie and indeed any cuddly toy, or object (probably your house keys!), your face, your baby's dinner - all provide great sources of entertainment with hiding and revealing. Babies pick up the "rules" of this interaction quite quickly - and it is not uncommon for teachers to receive delighted reports from parents that their baby has INSTIGATED a hiding/revealing game - often at tea time, dropping the spoon onto the floor and then, with a cheeky expression, signing "Where?". Then mummy or daddy picks it up again, only to have a repeat performance on their hands :) As well as the sheer fun of sharing giggles with peek a boo games with your baby, there is a lot of cognitive accomplishment going on in your child's brain at the same time. Object permanence - the point at which a child recognises that a partially or fully hidden object still exists, even though it is out of sight - is a key developmental achievement and - I believe - an important step in the child's development of a sense of identity. Often, the blossoming of object permanence, the fun side being the peek a boo games, is accompanied by a marked increase in separation anxiety. Perhaps it is also one of life's hardest lessons? To start realising a mere few months after your birth that you are indeed separate from your caregivers and they can disappear, even temporarily, seems to trigger a very basic level of need for security. If you've just started playing Peek a book games with your baby, then you might find it interesting to observe whether this does coincide with an increase in or the start of separation anxiety! The main thing to remember when playing such games with your baby, though, is to have fun! Whilst watching our children gaining new skills and exploring the world and the relationships around them can be intellecualised and formalised until the cows come home, the main point of these games is to use them to interact in the present with your child, not to tick achievements off on a chart - if you spend too much time maintaining the achievements list, you may miss out on a whole lot of fun with your baby :)
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So in week 2 of the Stage 2 classes, we introduce colours. I have to say, the look on the faces of the grown ups as I talk and sign them through the main colours of the rainbow, plus a handful more, can be highly entertaining.... the degree of concentration is very high. Aside from the sheer number of signs that colours introduces in one burst in one short class, there is some important information to impart about HOW to teach colours to your toddler. I must point out that colour recognition is not usually expected by child development professionals until most children are around 3 years or more - so I would like to stress that, whilst we teach colour signs to you in the toddler class, please do not think that your toddler must/should be successfully identifying colours! Our class offers you ideas to get you in the right frame of mind. Of course, just as with anything, you are your child's main teacher and mentor - so it stands to reason that if you show your child colours and explore different colours in the world around you, then he or she will stand a chance of learning about colours earlier than may be "expected". It is always your choice though! In my experience of teaching babysigning classes, I have realised that there seem to be two principal stages of colour learning. The first, and possibly the harder of the two, is to help your child to understand the concept of colour. The second stage is to help them distinguish and correctly identify different colours. Stage 1 of colour learning. First of all, a child needs to grasp that colours exist! Quite a big ask for their brains, when it's actually quite an abstract concept. I believe that I have hit upon a successful and EASY way of helping this along, though. What you need: Several items (e.g., blocks, cars, socks, balls, etc,) that are identical in every respect apart from their colour. Teaching the concept of colour Gather the items together and talk with your child about the similarities you see. The same shape, the same weight, the same name. Next (you guessed it!), talk about the fact that the items are the same apart from ONE THING. Then explain that the items are DIFFERENT COLOURS. Pretty simple! It DOES work though - I promise. Of course, your child is unlikely to grasp the concept the first time that you play this colour game. But you wouldn't expect them to ride a bike the first time either, would you? Stage 2 of colour teaching - the ACTUAL colours What you will need:Several items (e.g., blocks, cars, socks, balls, etc,) that are different in every respect apart from their colour. Teaching a specific colour Gather the items together and talk with your child about the differences you see. The different shapes, the different uses, the different names (etc.). Next talk about the fact that the items are DIFFERENT apart from ONE THING. Then explain that the items are THE SAME COLOUR. There are many resources on the internet to help your child with colours - from craft activities to SmartPhone apps to games to play at home. Here's a link that I particularly like: http://www.underfives.co.uk/colourshr.html |
AuthorTrish Cummings - waxing lyrical about babysigning, babies, toddlers, parenting, and sharing her many opinions :) lover of South East London, ex pat of Cornwall. Archives
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