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| Allow a child to figure out tasks through hands-on approaches rather than by reading the instructions. |
Child Care Corner News Article – June 2008
Written By - Jane B. Jones
Extension Agent (Family and Consumer Science), LSU AgCenter
Children are visual, auditory or kinesthetic learners or a combination of these. There are distinctive differences in their preferences and the way they learn.
Visual learners like to look at books and pictures and do puzzles. They like their surroundings to be neat and orderly. They see and remember details and are able to remember where things are placed. For children who are visual learners, consider providing written or picture directions or cues. Showing them objects or picture of the next activity or choice often helps them better understand the adult request.
Auditory learners like to tell jokes and be funny. Many times they talk more that other children and are good storytellers. They like music, folk dances, rhythmic dances or activities. They might perform poorly on standardized tests of intelligence, but appear brighter than the tests indicate. They might have awkward motor skills.
For auditory learners, consider the noise level in your room. Use music selectively and give them ample opportunities to talk. Avoid calling to a child across the classroom or yard, but go to the child and speak to him/her directly.
Kinesthetic learners are the movers—that’s how they learn. They want to touch and feel everything. They rub their hands along the wall while in line and walking down the hall, and they touch the tables and chairs as they go through the room. Often they “thump” buddies and are good at sports and physical activities. Challenge them with toys that they are able to take apart and put back together again. Remember to allow them to figure out tasks through hands-on approaches rather than by reading the instructions. Make sure you offer lots of movement exploration including music and obstacle courses.
Think about the children you have and change at least one thing in the classroom to address each of the learning styles – visual, auditory and kinesthetic. Remember, children don’t have to be diagnosed with a condition or disability to have special needs or challenges. Think about the child who needs just a little more attention, the child who has trouble sitting still or the one who gets frustrated because they can’t communicate their wants and needs—often these children have unique or special needs that warrant your special attention or your thoughtful strategies.
Source: “Playing Side by Side: The Importance of Inclusion” training module developed by JoAnn Clarey, M.Ed. and Sarintha Stricklin, Ph.D.
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