The first stage of naming means that educators identify objects, say names or concepts, and help children establish the relationship between objects and concepts, such as pointing to a big object and saying it is big.
The second stage of identification is to let children find out the items corresponding to the concept from two or three objects according to a certain concept.
For example, children already know the concepts of big and small. We took two or three apples of different sizes and asked them which one was bigger.
In the third stage of pronunciation, the child says the name or concept of the object and asks, what is this? The child replied, this is big.