Using Multi-Sensory Techniques

When I was observing in Mrs.Thrush’s kindergarten classroom, I was able to see so many different activities and the materials that went along with them. The first activity I observed was their morning meeting. At this point they were used a calendar, pictures of weather and sight words. They used the calendar to discuss the date, days of the week, and month. They also used the images of the different kinds of weather to distinguish what the weather was that day. I think the most effective thing they did during the morning meeting was review the sight word, which were index cards that had the word and an image. Mrs.Thrush also added a movement for each word to help them remember them more. All of the materials for that activity were very effective

They may observe that “the plant died because we forgot to water it,” or caution a friend “don’t stand so close or it will knock over my blocks.” They can begin to base their actions on an expected outcome “I am walking careful so I don’t spill my milk.” Preschooler can transfer what they know to new experiences. They learn that sand will pour from one container to another in a steady stream and they can pour small gravel in the same way. They know how to respond to the “listen” signal from their teacher and can respond to a similar signal from another adult in the classroom. Preschoolers can also use what they know about objects and people to determine how to act in new situations. For example, they will use information about circle time in their classroom to help them know how to sit for story time at the library. They will eagerly use new writing materials or manipulatives in appropriate ways. This why it is important for child care teachers to provide opportunities for preschoolers to transfer known information to new situation. Preschoolers can also use their prior knowledge to help them solve problems. They are aware that they may need to try several strategies before coming to a solution. They are able to use familiar strategies and are willing to try new

Upon reading chapter 8, entitled “Sensory Experiences” I was able to identify several senses of individuals and how those sense affects children in the classroom. The three most common sense that stood out to me were: visual, auditory, and kinesthetic. However, these senses are the most common senses used in early childhood classrooms. Children use their senses to discover and explore things around them such as: their environment or peers. Children whom use their visual senses prefer to see photos, cards and charts. As a future educator, I must be able to identify my students; learning styles, strengths, and weakness. By doing so, I can provide art activities based on their learning and style. In the arts and crafts center, students are able

Another barrier was the pupils continued use of the basic strategies in solving problems as he relied on counting strategies, e.g. finger counting (Geary et al., 2000). This is due to the pupil having the inability to retain basic number facts from memory (Dowker, 2009).Another barrier was the pupils continued use of the basic strategies in solving problems as he relied on counting strategies, e.g. finger counting (Geary et al., 2000). This is due to the pupil having the inability to retain basic number facts from memory (Dowker, 2009).Another barrier was the pupils continued use of the basic strategies in solving problems as he relied on counting strategies, e.g.

Exploratory learning is known to be a developmentally appropriate practice in early education. During exploration and learning activities with manipulatives children acquire knowledge in the developmental approaches to Science, Technology, Engineering, and Mathematics (STEM). The developmental value of concrete objects

A Sensory room is a room that provides sensory stimulation; usually this is achieved by using special lighting, low level music and maybe even textured walls.

First, “foster a secure attachment.” This means building a positive and close relationship with the child. Second, “break larger cognitive challenge.” This means breaking complex tasks into baby steps so that it is achievable for the child to do. Third, “give non-threatening (but clear) feedback about failure.” For example, when a child does the task incorrectly, you want to correct them in a positive manner. After they complete the task incorrectly, show show them what they did wrong and then show them the correct way. This ensures that the child will learn in a positive manner. Fourth, “continue helping until the child has fully mastered the concept before moving on.” This means don’t move onto the next step until the child has completely and fully understand the task given. Lastly, “set a framework for the learning task and build in motivation.” The last scaffolding technique talks about the teacher telling the child what the purpose and goal of this concept or activity. These five following techniques are great ways to effectively scaffold, allowing the child to fully learn/master the new task they are given (Belsky,

Wow this weeks assignment on using props is fascinating. It would have been nice to have had a shield as a child and into my teenage years. ALthough i grew up with loving parents. There were issues. My parents were extremely critical, and out of all my siblings I am the most sensitive. Over the years I have toughened up, but it has not been easy. I know they meant well for the most part, but it was their words, tone and delivery. What I could've done with a shield back then. Oh well.

How do teachers help children understand concepts and ideas instead of focusing on rote memorization? How do they make learning active and multimodal?

In the third chapter of the Experience Psychology textbook, Laura A. King describes how sensations and perceptions of the external environment are incorporated within the human body. Everything that can be seen, heard, felt, tasted, touched, or smelled will go through a system that will allow the sense to be perceived within our minds and body. Art museums provide an opportunity for our minds to use the aspects of sensation and perception when evaluating the artwork and makings that other humans create. Understanding how senses and perceptions are activated in the mind, and what they undergo when presented before visuals such as paintings, drawings, and sculptures, allow the sensory and perception systems to perform at an optimum.

The sensory system plays a crucial role for organisms to survive by detecting environmental cues. In animals, the sensory signaling is largely mediated by chemoreceptors belonging to the GPCR superfamily [21], as well as by ion channels that mediate mechanosensation, thermosensation and others [89]. Chemosensory GPCRs in vertebrates are encoded by several gene families, which includes the olfactory receptors (ORs), vomeronasal receptor type 1 and 2 (VRs 1 and 2), taste receptor type 1 and 2 (TRs 1 and 2), and trace amine-associated receptor (TAARs) [21]. Apart from these, GPCRs also mediate vertebrate vision by means of the Opsin family genes that belong to the large Rhodopsin family (Class A) of GPCRs [90]. Previous evolutionary mining of

For example, she likes to play paddleball. If I did this again with her, I would do it differently by trying to get her to play it near the “donuts” and triangular mats in the gymnasium. Incorporating these materials into our game would enhance her senses of sight and touch. Her sense of sight would be affected through her seeing other children playing on the mats. At this time, she doesn’t have to play with them, but maybe seeing them play on them would somehow tell my student to do the same. She would also be able to feel that the mats and “donuts” are soft and squishy. This would tell her she would be comfortable and safe playing on

First, lessons will include models, texts, anchor charts, vocabulary cards, the chance the highlight specific words, and graphs to appeal to the visual learners. Second, students will also have the opportunities to work collaboratively to discussing and explain ideas with their peers, listen to a video segment, and listen to their groupmates read. These activities will enable the auditory learners to become involved. Last, children will participate in several kinesthetic activities, like raising voting cards, raising thumbs, writing, and moving text evidence

Sensorial education can simply be defined as the training of senses of children for future learning.

First, as a future teacher to help my students learn better about something I could use props and visual aids to illustrate lessons and help students understand what is being taught. As the students are pretty young during this stage, making instructions short and comprehensive is for the best. As a future teacher, I would be able to act out a game before playing it, this would help them understand the instructions better instead of being on paper or just telling them the actions. Children are going to be able to remember the instructions better if they can see what is going on first. I see this stage of the cognitive development as being extremely important for teachers to know about and for them to understand it as a student's way of being in the classroom mainly depends on this development. As a future teacher, I do want to know my students and learn the different ways that help them learn the best and