Published at Monday, 15 April 2019. Worksheet. By Lacey Guillet.
Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities. When children cannot or will not do such a task, we may label them ”immature” or ”hyperactive.” We may complain about their short attention span, or as in Jamaica’s case, criticize her efforts. On the other hand, if we allow children to choose their own task from among appropriate offerings, we may see children as young as three and four years old spend 30 to 45 minutes completely engrossed in building with unit blocks, painting at the easel, or listening to stories. When we plan developmentally appropriate activities for children, they will attend to them, work hard, and learn (Bredekamp & Rosegrant, 1992).
Young children are still in Piaget’s Preoperational Stage, which means they need symbols to represent objects. These young children cannot think abstractly. For example, they need a ball in their hands to understand what a ball is. Seeing the word ball on a worksheet or sometimes even just a picture of a ball, means nothing to them. That’s why hands on learning is best because it gives the child a symbol for their thinking. A very popular type of worksheet for this age group is handwriting sheets where the child is expected to trace the letter. These are not developmentally appropriate for young children. Even though huge letters that take up the whole page may be annoying to most adults, it’s normal for a child to write this way. Their fine motor skills are not refined enough to focus on tracing small letters. I know worksheets are the easy way to give a child something to do and easy to plan, but sometimes the best things in life are not easy. Happy Learning!
People often wonder about the effectiveness of analogies. What do they teach? How do they work? Why are they so useful? What makes analogies so effective is their ability to get students to think critically. In order to answer an analogy question correctly, the student has to form a logical relationship, or ”bridge” between two words. They must think about how the words are related. Since words represent particulars (not universals), there is a nearly infinite number of ways they might be related. It is the student’s job to narrow this number, and focus on the most essential relation — the most basic aspect of the word’s function or definition. This page contains analogies worksheets. In these worksheets, students must be able to recognize the relationship between the words in a word pair and to recognize when two word pairs display parallel relationships. To answer an analogy question, you must formulate the relationship between the words in the given word pair and then select the answer containing words related to one another in most nearly the same way. Each question has five answer choices, and 12 questions total.
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