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.
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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