Children learn by imitating and observing the behavior of those around them.  Their physical skills develop from large muscle control to small muscle control.  Their perception and thinking skills move from the concrete to the abstract.  The youngest child needs to deal with the "real" item.   Older children can relate to three-dimensional abstractions in such materials as wood and plastic.  With more maturity, pictures of real objects (and later, drawings of real objects) can substitute in learning activities.  Finally abstractions (letters, numbers and words) can successfully be submitted for real objects.  This process takes several years in the child's life.  It is extremely important for parents to understand that children need hands-on activities for learning.  The more they experience and the more they practice, the more self confidence they develop.   Letter awareness begins when children find letters and numbers in their surroundings, as well as being exposed to adults reading and writing.  There are numerous computer programs that will help children learn early reading skills, but using hands on activities with repetition will give the child a better understanding of the concepts that are being taught.  When children are given choices, they are able to develop the ability and skills necessary for learning. Parents must remember that all children develop differently.  At approximately two years of age, children are able to start using the activities listed below. 

Pre Reading Activites

Prior to presentation of reading activity, children need to gain an appreciation of language in many forms.  Music and poetry, games and rhymes, books of all kinds, need to be enjoyed.  Vocabulary needs to be developed and similarities and differences need to be realized.  Prior to children being able to read an understanding of phonetic sounds must be developed.  The use of the following activities will aid in developing these concepts.

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A. Matching objects:

Two baskets are necessary, each containing identical items; e.g. different types of shells, plastic fruit, dinosaurs, nuts, insects, etc.  Give the child the first basket.  Have the child lay the items across the table or floor, as the adult names each item.  The child will then take the next basket, and remove an object and place it under the object it matches.  This activity will teach the child visual discrimination and help enrich the child's vocabulary.

               

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B.  Matching pictures. 

This activity is similar to the matching object activity above, except now the child is going to match pictures of items.  This activity teaches the child visual discrimination and also enriches the child's vocabulary.

Color-coding: When activities require two sets of pictures (cards), it is necessary to color code the cards.  Place a small colored dot in the upper left side of the card.  One set has all one color dots, the second set has no dots.  This will help the child lay the cards out properly and help keep order within the activities.

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C. Pattern Matching

Using a set of blocks and pattern cards, the child will place the correct shapes and color blocks on the matching pattern on the card.  This activity teaches visual discrimination and helps develop spatial relationships. 

Example

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D.  Classification

A basket of items to be classified into groups.:

• Items made of wood, plastic, metal

• Zoo and farm animals

• Fruits and vegetables

• Vehicles used on land, air, or water

The child separates the items, placing them into the groups in which they belong.  After the child is successful with concrete objects, color-coded picture cards (see above) may be used to teach more abstract classification.  The child learns how to classify objects.

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E. Associative items

Match items that go together - an excellent vocabulary enhancer.

• Items found in a house (bed, chair, bathtub, refrigerator).

• Items found that help a mailman (letter, stamp, mail truck, uniform).

• Items a doctor uses (stethoscope, thermometer, band-aids, scale).

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F. Opposites

Cards with picture of opposite concepts to be matched by the child.   Color-code cards (see above). E.g., (1) tall, short (2) fat, thin (3) in, out (4) young, old.

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G. Sequencing

Set of cards that tell a story.  The child places the cards in the sequence of how the event happened.  Encourage the child to tell the story created by the picture sequence.  Accept all possible stores.  E.g., (1) building a snowman   (2) growing a plant  (3) shopping for groceries.

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H. Rhyming

Color-coded rhyming cards.  The child will match the pictures that rhyme with each other.

   bug       tug

I. Matching Uppercase Letters to Uppercase Letters

Two sets of color-coded uppercase alphabet letter cards.  The child lays out the first set of cards.  The child then takes the second set of cards and matches them to the correct letters.  If the child has difficulty with this, use only a few of the cards to match and add cards as matching ability improves.

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J. Patterning

A basket of different colored items such as plastic bears, colored cubes, etc. (red, blue, green, yellow, orange).  Lay out, for example, a blue bear, green bear, blue bear , green bear.  Have the child continue the pattern.  As the child is able to complete a pattern, make the pattern more difficult: yellow, blue, blue, red, green, green, etc.

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K. Matching Lowercase Letters to Lowercase Letters

This activity is structured in the same manner as the previous activity.   Use color-coded cards.

L. Matching Uppercase Letters to Lowercase Letters

The child lays out uppercase letters, then matches the lowercase letters to the uppercase letters.  Use color-coded cards.

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Pre Reading Activities

Matching Objects

Matching Pictures

Pattern Matching

Classification

Associative Items

Opposites

Sequencing

Rhyming

Patterning

Matching Uppercase Letters to Uppercase Letters

Matching Lowercase Letters to Lowercase Letters

Matching Uppercase Letters to Lowercase Letters

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