Cognition is expressed through actions, language activities and behaviors, and the external expression of cognition is bound to take the form of actions or language output, so the cognitive training of special children is mostly completed through action operations.
The initial acquisition of cognitive activities is through sensory perception, so enriching children's senses is the main method of cognitive activities.
The purpose of our cognitive training for preschool children is to make them better understand the world, acquire basic life skills, and then better integrate into society, so the cognitive training for preschool children should be carried out around life.
The development of cognitive training activities should formulate comprehensive ability goals and life goals. Specific to the cognitive training of preschool special children, the daily contents are as follows.
Imitation and guidance
This is the basis of children's learning, and the formation and development of children's movements, languages, skills, behavior habits and qualities are inseparable from imitation.
Objective: To develop audio-visual sense, attention training, cooperation ability and coordination ability.
Content: coarse action imitation-fine action imitation-simple operation imitation-complex operation imitation.
Pairing and classification
Distinguishing the similarities and differences of objects is the basis of learning ability, and the training of children's pairing ability aims to improve children's ability to distinguish the similarities and differences of objects and classify things.
Objectives: Visual resolution, perceptual range, concentration, inductive ability and thinking ability.
Content: Object-Object Pairing-Object-Graphic Pairing-Tu Tu Pairing-Written Summary.
Distinguish and compare
Children can distinguish and compare things by observing things, which can promote the development of their perception ability, generalization ability and thinking and reasoning ability, understand and master pre-mathematics concepts, and lay the foundation for learning mathematics.
Objectives: Perception, reasoning and generalization.
Content: size, quantity, height, length, etc.
Order and arrangement
Operate in sequence, or complete the arrangement activities according to certain standards through operation.
Objectives: Perception, discrimination and comparison, sequential work, reasoning ability and logical thinking.
Content: the order of left, right, up and down, the arrangement of size, height and length, the arrangement of the development order of things, etc.
Goods and functions
The first thing to let children know is the items that children often use or often see.
After knowing what it is, we should know what to do and how to use it, so as to lay the foundation for further developing life skills.
Objective: To identify objects, reproduce memories, and feed back experiences.
Content: cognition-imitation use-life application (basic necessities of life).
Project classification
Category concept is the concentrated expression of children's logical thinking and generalization ability, and classification operation is an important means to promote children's thinking development.
It is particularly important to note that children's classification training must start with what children are familiar with.
Objective: Generalization ability, logical thinking and reasoning generalization.
Content: basic necessities, animals, daily necessities, transportation, etc.
name
Training in understanding the names of objects will help them understand the names of objects and actions, and then lay the foundation for the training of expressing the names of objects.
In the training of understanding the names of objects, we should first choose the objects that children are familiar with and start training.
Objectives: Action and word understanding, language expression and cognitive development.
Content: Identification of common objects-name imitation-naming expression (fruits and vegetables, daily necessities, animals, vehicles, etc. ).
Understand color
Most of the time, children distinguish objects around them by color, shape and size. Color is the easiest to identify among the three attributes, and children can easily learn to classify objects according to color.
Usually we let preschool children know the three primary colors first, and the three primary colors have greater intensity for visual stimulation.
Nowadays, color cognitive training usually begins with paired classification, because children's visual perception and discrimination ability of color is earlier than their ability to understand and say color names.
Objectives: Vision, visual discrimination, concept understanding, recognition and migration.
Content: red, yellow, blue, green, black, white, etc.
Know the shape
Shape perception is the result of the joint action of vision, kinesthetics and touch. In the aspect of shape perception, the lack of visual experience and visual discrimination ability of special children is the key to their inability to accurately identify shapes, and the training of shape cognition should be completed through a variety of senses.
Goals: tactile perception, visual discrimination, observation ability, hand-eye coordination ability.
Content: circle, square, triangle, etc.
Understanding of characters
Get to know me, my family, people around me, professional people, expand my understanding of people, understand the living environment and enrich my social experience.
Content: cognition of five senses, self-cognition, attribution of articles, cognition of professional figures and articles.
Local knowledge
Understand the family, school, community and living environment, and cultivate social skills.
Content: My home, my school and my community.
mathematics
Children are in the initial formation and development period of logical thinking and digital concepts.
The logicality and abstractness of mathematical knowledge play a special role in developing children's abstract logical thinking.
Objective: To compare, analyze and synthesize, abstract and generalize, judge and reason.
Content: oral calculation, giving things, taking numbers according to things, mastering the concept of numbers, and calculating simple numbers.
Cognitive training is not the development of a field, nor is it the understanding of a concept. Cognitive learning is a comprehensive learning process.
Cognitive training is not achieved overnight, nor is it an overnight learning. Cognitive learning of special children needs long-term persistence.