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Tapestry

really need some advice please


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Do you know of his history at home? Is he likely to have been spoken to and allowed to explore things from an early age. If he has missed out on these early language experiences he may be lacking the first piece of the jigsaw in which to build his understanding of different concepts?

Green Hippo x

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i have a child at my setting - she doesnt know colours, shapes etc - no matter how much i try through play etc - she is going to school but her problem is home life - no input there so we are starting from the beginning - mum not worried either/ all i can do is repeat these through play and hopefully she will start getting these concepts.

she is however very confident and chatty so a great attribute which will serve her well as she moves onto school and means she isnt afraid to ask

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i have a child at my setting - she doesnt know colours, shapes etc - no matter how much i try through play etc - she is going to school but her problem is home life - no input there so we are starting from the beginning - mum not worried either/ all i can do is repeat these through play and hopefully she will start getting these concepts.

she is however very confident and chatty so a great attribute which will serve her well as she moves onto school and means she isnt afraid to ask

We have exactly the same. You think she's 'got' something and ask a few minutes later and it's gone.

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Interesting to know some of you have experienced the same. Is it a mechanical processing problem in the brain? Not being able to hold the information for a long time as the connections are not being formed? Interesting one.

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There's a lot of information on this sort of issue in the Physical development side of brain development - where children don't inhibit neo-natal reflexes. Sally Goddard Blythe writes a lot about it. It impacts on so much of their later development. I can't remember which one she talked about but there were later issues with memory. The emphasis on tummy time was interesting as it inhibits many of the reflexes especially the palmar grip. (This is from my memory from a talk in October so is suitably vague I feel!)

 

Aha - quick web search (it's by someone else but hey ho)

http://suehyland.co.uk/ond/primitive-reflexes/#grasping

 

cx

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ensure you are teaching using all the senses ...try this and then see if she can remember more of what you have taught! It's taken my daughter years to learn her times tables and how to tell the time on a analogue clock . At pre-school age she would learn the tunes for songs really quickly but however many times she sang them she was unable to remember the sequence of words...frustrating for you...but just put yourself in their position!

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We have a significant number of children with speech and language difficulties and developmental delay and have been signposted to encouraging children's "working / functional memory" capacity.

 

The link below takes you to a document that provides a good explanation of what working memory is and how it impacts young children's "abilities"

 

http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf

 

We do lots of different activities including using "memory boxes". The boxes contain several everyday items (e.g., spoon, egg, feather etc.) and each box has different items. Over a period of two weeks a child is encouraged to name the items in say Box 1 to help them retain the labels (names) for the items. After two weeks they are then encouraged to name the items in say Box 2. After two weeks of Box 2 they are then back to Box 1 to see how many name labels they have retained in their "working memory".

 

It may be that the children being described have underdeveloped "working memory"

Edited by SueJ
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