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Colour recognition


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I have a little boy at nursery who cannot identify colours - he has an enduring interest in Thomas the Tank Engine stories and characters and relates all colours to this; so if we are talking about 'colour' pegs for example the blue is 'Thomas', red is 'James' and green is 'Percy' etc. He is 44m.

Any thoughts?

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I think I would just add to what he is saying. So if he says a blue peg is "Thomas", I would say "Yes, the peg is blue like Thomas".

I never hold too much importance to recognising and labelling colours unless there are other concerns as well. Perhaps his strong interest is outweighing most other things at the moment. Have you mentioned it to his parents? I wonder if they reinforce it at home by referring to colours as the names of the trains?

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I think I would just add to what he is saying. So if he says a blue peg is "Thomas", I would say "Yes, the peg is blue like Thomas".

 

Yes, I do that - I will talk to parents, thanks for your reply. :1b

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Can he sort and match colours? We are finding this with lots of children. Just more of the parenting skills that will be done by the pre-school/nursery????? We speak to parents about that 'drip feed' of language e.g. 'mummy's wearing her red jumper'.

Sorry to sound negative - it's coming up to that time of year and that old question - 'why can't my child write their name? :huh:

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Can he sort and match colours? We are finding this with lots of children. Just more of the parenting skills that will be done by the pre-school/nursery????? We speak to parents about that 'drip feed' of language e.g. 'mummy's wearing her red jumper'.

Sorry to sound negative - it's coming up to that time of year and that old question - 'why can't my child write their name? :huh:

He's amazing at sorting into colours - he spends ages lining up :ph34r: the transport from the sorting trays - all the red, blue, yellow, green together in a long line across the table. :1b

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sounds a like rigid in his play, and may have issues? has he any other repetitive behaviours?

 

He is fascinated with trains and loves sorting things and lining things up; he has played with the glass beads for approx. 35 mins, tipping and pouring them from one container to another then tipping them all out and re-filling the containers which suggests a 'positioning' schema. He perseveres at most self-chosen activities becoming completely focused and engaged. He often plays alongside others but not so good at cooperative play. His behaviour has improved enormously this term, he loves to please but is not too good at sharing the toys that interest him most, e.g. 'special' cars or trains - he may have a number of cars in his hands and will willingly give another child some of them, but not those which he particular likes.

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Yes, he does move around - sometimes he will flit from activity to activty, on the other hand he will stay with an activity for over half an hour if he is engrossed.

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I never really focus on colour naming as it is a reflection on their memory, not cognitive development - it's just not important

As stated above, I would model his language each time by saying 'yes, it is blue like Thomas' etc. and name colours in every day conversation. Such as, 'oh I like the blue one!'

I agree with the schema hypothesis, sounds like he has a trajectory schema too

Sounds like there may be an underlying issues though and maybe a PSED delay - is he anxious when being dropped off or not really bothered when his parent/carer goes? Does he say goodbye without encouragement? Does he show a like or dislike of loud noises? Does he avoid physical contact or become unsettled when another child hugs him for example? Does he do the opposite, seeking physical contact? does he show a like or dislike for sensory play? Does he wonder round feeling things, like touching the wall as he walks alongside it? does he excel in mathematics and/or literacy or show an interest in numbers, letters and symbols?

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I share the opinion of others here about colours, if he can colour match then I wouldn't be too concerned, the picture I've attached pretty much sums up what I think!

 

Some of the behaviours you've described "might" be indicators that something else is going on for this little one though and I'd be looking carefully at his pretend play, spontaneous language and his understanding of language. Have you complete an Every Child a Talker (ECAT) profile? I find these really useful as they're quick to complete and give a good overview of development. I always complete them from the beginning (0 - 11 month) as there can sometimes be gaps in development here and that's highly significant.

post-3619-0-96911400-1429549144_thumb.jpg

child_monitoring_tool-2.pdf

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