At the point where the baby is beginning to recognize members of his family by sight, he will begin to form other associations that will relate images with sounds and touch sensations. Thus, seeing a faucet with water running from it, turning the faucet on and off, feeling the water, and hearing it run will help the child form a concrete concept of faucet and water.
Seeing and feeling certain objects or living things can help a child associate noises and functions with their appropriate source, for example, a dog barking, a horn honking, and water running. These experiences are part of continually broadening the child’s visual experiences. Hearing, feeling, and touching experiences provide important clues that help the child better define what he sees.
1. Help the baby to have daily experiences with familiar objects inside and outside the home, objects and living things that are part of his community, and common things outside his community.
2. Make certain that the child encounters the object or living thing in at least three ways: seeing it, touching or handling it (assuming it won’t harm him in any way), and hearing the sound it makes.
3. Any time a part of the experience is missing, the child’s concept of it will be incomplete. It is very easy for the youngster to develop inaccurate or even false ideas about something. If, for instance, a child’s only experience with dogs is with a St. Bernard, he won’t likely perceive the “dogness” of a Mexican Chihuahua.
4. The parent should make every effort to keep the child’s encounters with things as real as possible. Let’s suppose a mother wants her child to learn about ducks. Her first effort should be one of trying to bring ducks to the child or taking the child to a place ducks can be seen. If neither of these alternatives are available, she should collect a variety if illustrations that show what ducks look like (a variety of illustrations that show what ducks look like (the variety of their size and color) and how big they are compared with the child and other things he is familiar with. The baby will then need to touch and handle feathers to know what ducks feel like, and he will need to know what they sound like. (“Quack, quack” is not a sufficient imitation of the sound ducks make.)
5. Some of the experiences or encounters the child should have include such things as household pets, farm animals, zoo animals (especially those at children’s zoos), appliances such as vacuums and blow combs, furnaces, skateboards, bicycles, pots and pans, watches and clocks, tea kettles, car motors, windshield wipers, a car horn, and a variety of musical instruments.
6. Remember that the more numerous the child’s experiences are, the better his preparation will be in learning to deal with the real world inside and outside his home. When each of the child’s experiences are complete in the sense that he sees, hears, and touches, the more accurate his concepts will be.
Seeing and feeling certain objects or living things can help a child associate noises and functions with their appropriate source, for example, a dog barking, a horn honking, and water running. These experiences are part of continually broadening the child’s visual experiences. Hearing, feeling, and touching experiences provide important clues that help the child better define what he sees.
1. Help the baby to have daily experiences with familiar objects inside and outside the home, objects and living things that are part of his community, and common things outside his community.
2. Make certain that the child encounters the object or living thing in at least three ways: seeing it, touching or handling it (assuming it won’t harm him in any way), and hearing the sound it makes.
3. Any time a part of the experience is missing, the child’s concept of it will be incomplete. It is very easy for the youngster to develop inaccurate or even false ideas about something. If, for instance, a child’s only experience with dogs is with a St. Bernard, he won’t likely perceive the “dogness” of a Mexican Chihuahua.
4. The parent should make every effort to keep the child’s encounters with things as real as possible. Let’s suppose a mother wants her child to learn about ducks. Her first effort should be one of trying to bring ducks to the child or taking the child to a place ducks can be seen. If neither of these alternatives are available, she should collect a variety if illustrations that show what ducks look like (a variety of illustrations that show what ducks look like (the variety of their size and color) and how big they are compared with the child and other things he is familiar with. The baby will then need to touch and handle feathers to know what ducks feel like, and he will need to know what they sound like. (“Quack, quack” is not a sufficient imitation of the sound ducks make.)
5. Some of the experiences or encounters the child should have include such things as household pets, farm animals, zoo animals (especially those at children’s zoos), appliances such as vacuums and blow combs, furnaces, skateboards, bicycles, pots and pans, watches and clocks, tea kettles, car motors, windshield wipers, a car horn, and a variety of musical instruments.
6. Remember that the more numerous the child’s experiences are, the better his preparation will be in learning to deal with the real world inside and outside his home. When each of the child’s experiences are complete in the sense that he sees, hears, and touches, the more accurate his concepts will be.
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