Teaching materials are an excellent option when it comes to stimulating language, there are many ways to actively act to do it, but each of them undoubtedly helps to stimulate language; The purpose of each one is the same, although in a different way.
It is essential that language stimulation is increasingly recognized, depending on the different strategies, didactics and/or the different ways of doing it, provided that it directly stimulates the child in the learning process. Education plays an important role in making the linguistic level better and more precise and even understandable, from the different ways of teaching it and capturing speech and/or gestural and articular messages.
Each way of taking learning in search of feedback is different, but seeking to meet the objective of achieving comprehensible speech, stimulated by the educational processes put into practice.
You learn through didactic actions is an incredible plan for the child and for there to be a harmonious relationship with the person who introduces him to learning, generating trust, emotional ties, among others that constantly arise.
Speaking requires understanding and patience, when in the initial process you do not have the necessary fluency, but this step by step, is achieved by attending to the signals that children emit and let the adult know, to help them improve and pronounce correctly.
The planning of the didactic activity will be based on creating and playing with the material, making it more dynamic and constructive.
The idea is that children feel comfortable, because of the fluency of speech, the beginning of their first words, the language sequence comes to life and is achieved through actions.
It's about children being able to experiment while learning to speak, and what better way to do it than in a didactic and fun way.
This activity can be done with, for example:
Materials:
What do children learn through this activity?
The stimulation of language is not only to want the child to speak, it is to learn how to do it and in function of what to do it and having a why, an initiative.
They learn for example:
That is, the adult presents a figure, an object, an animal.
So the job of speaking here is to ask questions, which should be practiced before, to ask the child:
Note: It is important that the child understands what we refer to as "onomatopoeia", it is easier to understand, explaining that it is translated or manifested in sound, which has a similarity that corresponds to what it means.
The activity becomes much more active and attractive for the child, when the child intervenes, so we use in the images that we have printed of the animals or those that are created from a drawing, to add something that allows sensory stimulation.
This activity is very dynamic, the adult together with the child can make the sounds of the animals, feel the figures together, explain what they are and what they do. Creation is encouraged in children so that fluency in all the speech that is generated gains potential.
Serving as a guide for children in the process of learning and positively driving the language is welcome and encourages not only the child but the adult to want to teach and learn together in the process.
