Tuesday, 24 December 2013

Understanding the stages of development .... post 28

Understanding the stages of development of babies and small children will decide how, when and what we teach them. Their age and stages mentioned here is a guide we can use from a pattern which was observed during many years of teaching.

 The ‘smartest’ advice to share is that the human being is born ‘smart’. Either through our adult ignorance, lack of care, passion, motivation, our use of all the good advice shared in previous ‘blog posts’  or their laziness in their daily lives, we will allow them to become ‘not smart’.

Courtesy and good manners taught and shared play a huge role in stimulating each individual person. It is the ‘tone’ of ‘please’ and ‘thank you’ that encourages positive responses from anyone

As a guideline we can see that children from the age of seven, up to and including adults can understand simple instructions, mentally process them to then physically attempt to practice the skills we are teaching

Working with a baby or any small child requires that we give an instruction of a skill which we will physically demonstrate, verbally repeat, actively stimulate and assist their movement so that the specific words we use which will be repeated over and over, cause the feeling and sensations, the word association to fit each skill and action. We will have many singular skills with an instruction which become progressive. All is repeated and practiced continuously at each teaching session which sessions should be regular, consistent

We are born without conscious fear. Conscious fear develops during the lovely ‘terrific twos’ stage of life. The power of reasoning and choice is developed from all that we are taught and exposed to included in the natural process of mental/physical/emotional development which completes by the age of 4 years old

Language, sound, taste, touch, senses and sensations, motivation, kindness and all the good stuff that we have to share with ‘little people’ whether they understand it or not will accelerate their development to ensure self-confidence and self esteem

We motivate through verbal repetition and physical movement so that they attempt to or continue the physical action being taught. Praise for even for the slightest attempt is motivating. The reward of a ‘sucker/lollipop’ at the end of each lesson is a physical show of personal achievement through personal determination

The older child, teenager, adult might also need to be physically assisted when learning new skills, though will continue independently. Explain the purpose of the action for swimming and/or its purpose of safety in water

Give one instruction at a time using simple language using words which associate with each skill and action. Bring attention and awareness to the reaction that is caused in the water. We know how to swim. Our actions and movements are second nature to us. Never assume that an instruction is understood

When teaching swimming a kind, firm, fair personality with a fun sense of humour builds trust and is such a pleasure ....





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