Following the training in duration, help the children relate events of the day to the passage of time. This can be done with the help of a series of pictures depicting key events in the child's school day. The pictures should be of a size that will permit at least four of them to be placed on the face of the clock. The positions of the clock hands—their configuration—may be taught prior to the children's grasping the internal relation between seconds, minutes, and hours of the day.
The last chapter presents research and applications of the MM. SUMMARY
This chapter emphasized the need to "teach for relevance." This requires knowledge of the children's developmental and learning needs and how to address these needs, and requires the children to demonstrate their understanding of what is being taught. To move the children into symbolic play, the chapter described the use of object replicas which precisely mirror their real objects. Children first perform an activity with the real object such as the Elevated Square and are then given the opportunity, immediately afterwards, to replicate that activity with a doll on a square replica.
The chapter also described a method for transforming perseverative activity into interactive, symbolic play and to help children make transitions from objects to pictures using 3D/2D strategies.
Subsequently, the chapter presented the SSLP and the SA Reading Program. Child-friendly aspects of both programs are evident in the SSLP's presenting signs interwoven with their referents, and presenting the material first from the child's perspective and then objectively, and by its beginning with action signs that closely resemble their objects. The need to generalize sign/words from training to a real world setting is emphasized as is the need for developing two-way communication.
Child-friendly aspects of the SA Program include its animated morphing of objects into printed words, and its sensitizing children to the sounds of words, and then morphing mouth movements into letters which the children sound out in sequence to elicit meaning. Children are taught writing in context of reading.
The chapter also described a drawing program which guides children from scribbles to representation of people and objects. The last part of the chapter dealt with helping the children achieve arithmetic concepts of addition and subtraction through direct perceptual and body experience. Similarly, the concept of time "duration" is related to the number of seconds which pass as the children hold a weighted object in their hands with fully extended arms.
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When parents help their children learn to read, they help open the door to a new world. As a parent, you can begin an endless learning chain: You read to your children, they develop a love of stories and poems, they want to read on their own, they practice reading, and finally they read for their own information or pleasure. They become readers, and their world is forever expanded and enriched.