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reading in children 4 to 6 years


Children this age can well imagine the stories and do a lot of creativity, no need to see illustrations of stories to follow the story. Due course, before going through the early stages of reading stimulation.

is important to get children in this stage of hearing imaginary reader, as this indicates that it has passed the previous stage which is what reading is linked to graphics.

At this stage we must accustom the children to listen to the stories without necessarily see the images for which we must rely on voice inflections and the comments that we can do after an interesting incident. Must be encouraged to create their own stories and the stories they read fig.

What also must be done at this age is to relate stories read to reality to find him more importance to the books and also encourage them to continue reading and researching the subject.

Source: Motivated to read. Xochitl Tortolero.

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Tips pedagogical support in the young readers


Children have different learning rates and some have more difficulty than others to learn despite having the same age who are in same classroom and apparently their interests are the same.

When programmed as to bring them to class issues generally think most, but we have ways of reaching most while providing a little help to slow and sometimes uncertain of the class.


Here are some tips that I think they may be useful in their daily work in the classroom:

- Present at the beginning of the class a brief summary of the previous class or ask the children: What did in the last class?
- to provide the children a big role in most important points discussed in class.
- to introduce kids to a class structure, ie introducing the item, use of concrete material, graphic or interactive use of experiences and feedback, this will help children to organize their mental strategies, but this does fall into the routine.
- Close class by asking the children to make a summary of it or get an idea of \u200b\u200bit and copy it somewhere in the room.
- Promote differentiated assessment, no written evidence only if no group work, group games with assessments themselves are made to each other, etc.
- Establish an emotional climate in the classroom.
- Maintain a high level of expectations in these children, enhancing their strengths.

Source: Children with special educational needs. G. Lucchini. Chadwick Mariana chapter

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recently got my hands on a book enjoyable and easy to read: "Motivated to read" Xochitl Tortolero.

This book contains valuable information on the stages of reading development for ages, I think are valuable to us as children accompany most of these ages. Moreover we also have a didactic way the benefits of a child reader, reading strategies, mom and dad better readers, the value of reading, among other interesting subjects.

then mention some considerations to make readers, who referred Xochitl Tortolero:

- teach children that learning is valuable and any media is good at it (the supermarket, bakery, etc.).
- The reading should not be something forced or intensive, with 15 minutes a day is enough.
- Do not punish children by sending them to read or worse to the library if they are in school.
- not learn the reading habit in the first reading, be patient.
- Transmit enthusiastic about reading and children understand that reading is something fun and worthwhile.
- Offering children whose readings are releventes for them, according to age are changing interests.

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Let's form of attention deficit syndrome

is currently much talk about this subject in most schools. It is true that children are seen with certain characteristics that make us suppose that might have attention deficit. Data are that about 5% of school age children suffer from this condition.

Some characteristics of these children is not paying attention to detail, their work can be dirty or neglected, are not very persistent in their tasks, they change from one task to another without finishing the first, do not follow instructions and do not reach finish their homework among others. Some of these children also suffer from impulsivity and hyperactivity. The

concern is that these children can begin to have poor school performance, may have difficulty socializing with peers and in some cases even suffer behavioral problems.

That's why whether to detect cases in the classroom because they require medical evaluation and counseling to develop specific strategies for their future learning.

Here are some suggestions for managing the child's attentional difficulties and attention span desarrolllar-concentration as Isabel Haeussier:

- Use the support of different games and activities.
- Keep your child motivated with different stories and then bring to the activity that is desired.
- Have the child as close to the teacher about all of your visual control.
- Avoid over-stimulation in the classroom.
- Working with a lot of concrete and visual material.
- Seek out the child when he is distracted.
- Do not overload the child's formal requirements.
- Recognize and respect the fatigue in these children.

OBSERVATION CRITERIA FOR ATTENTION DEFICIT DISORDER / HYPERACTIVITY

1.DESATENCIÓN: Six or more of the following symptoms for more than 6 months.
often. . .

a) Do not pay attention to detail tasks, jobs and activities.
b) have difficulty maintaining sustained attention in tasks or play activities.
c) does not seem to listen when spoken to directly.
d) Does not follow instructions and fails to finish tasks and duties (not in opposition or misunderstanding).
e) It has difficulty organizing tasks and activities.
f) Avoids or dislikes tasks that do require sustained mental effort.
g) Loses things necessary for tasks or activities.
h) easily distracted by external stimuli.
i) forget to do daily activities.

2.HIPERACTIVIDAD-impulsivity: Six or more of the following symptoms for more than 6 months.
often. . .

a) Rubs hands and feet and squirms in seat.
b) Leaves seat in class or when they expected to be granted.
c) runs about or climbs excessively in inappropriate situations (adolescents and adults, this can lead to feelings of restlessness).
d) has difficulty sitting still in recreational activities.
e) tends to perform the activity immediately.
f) talks too much.
g) impulsively answers even before completing the questions.
h) No waiting his turn, impulsively rushes over others.
i) Interrupts or entromente blurt out what others are doing.

The Deficit Disorder Attention / Hyperactivity Disorder, combined criteria 1 and 2 in the observation.
In the case of ADHD predominantly attention, applying the criterion 1. The DAH
predominantly hyperactive-impulsive, apply the criterion 2.