A child is constantly working on
developing new skills when doing everyday activities. What to
adults look like play activities, can be seriously hard work for
a child trying to master a new skill. A child has to to develop
master the skills need to be able to walk, talk and be
independent. Early development skills form the basis for
successful entry into formal learning when they enter school.
Early development skills improve
because of -
- the child's personal
preference (just like adults, children prefer to choose
activities we either like or are good at),
- the number of opportunities the child gets to practice their
skill (in their play),
- how well the child can "join up" that skill, with other skills
they are learning.
Just like a jigsaw puzzle, all
development skills (e.g talking, moving etc) need to be
improved. Skills in one area must be combined with the other
skill areas to make a "whole" base for a child to use to learn
and develop. Children with very strong preferences for certain
activities, or who only play in certain ways, can find it
difficult to get the broad range of skills they need. They find
it difficult to "join up" their strong skills and their weaker
skills so that their skill level can be come "unbalanced."
To help, parents can encourage
new activities and less preferred activities to keep their child
learning a wide variety of skills. When they join their child in
play they can target the less preferred activities to offer
support and demonstrate how their child can master these skills.
For example for a child who prefers to drive their cars but
avoids drawing activities, a parent could join in the car play
but introduce drawing roads for the cars to drive on and assist
their child to attempt to draw as well.
BUT Remember: Work, rest & play
Children need to work, rest and
play - just like adults. But how they work, rest and play is
different to adults. When children learn a new skill it could be
considered their "work". So in the work phase of learning a
skill it takes a lot of effort and concentration. It can be
pretty tiring and can't be sustained for too long. So the child
drops back to playing using skills they have already mastered.
This repetitive "play" helps to
make skills easier and easier (Think about the play very young
children engage in saying the same word over and over as if
seeking confirmation from you as the parent that they are doing
it right. While slightly frustrating for us adults sometimes -
it is a fun game for the child - playing with their newly learnt
word and making it easier and easier for them to say it).
Importantly, they also need to
take a break from learning. How much rest they need can depend
on how quickly they are attempting to add new skills, or how
hard skills are for them to master. When we say rest it is
important to consider this includes non sleeping rest times.
Again this may be where they lay quietly on the floor playing
with a simple toy, or flop into a beanbag, or run wildly around
in circles - if only for a few minutes - they are resting in the
form of not having to concentrate and getting ready to get back
to work. They may need to rest often, but only briefly
throughout the day; as well as having longer "sleeping" rest.
With their child needing to
learn so many skills, a parent has many things to consider
- what skills should my child
have or be working on?
- what does my child really like doing, and what do they avoid
or not give themselves as much time practicing?
- What chance do they get during their day to work or play at a
new skill?
- How well does my child rest themselves and how do they do
this?
What does this mean for your
child?
Children need parents to
"challenge" their current skill to get them to the next level -
but not challenge them so much that they can't succeed at
learning the skill.
Children need to be encouraged
not only to play in activities they like, but to also to "work"
at activities that they don't enjoy as much. They may not play
in a certain activity because the activity needs skills that are
currently difficult for them. For example three year old Michael
liked to climb but never played with blocks or jig saws. He was
confident and skilled in his gross motor skills. When his
parents helped him build towers with blocks, and gave him lots
of praise he began to play with the blocks more frequently on
his own. His fine motor skills gradually became as strong as his
climbing skills.
Finally, children need lots of
ways to rest - not just sleep. This includes quiet time, down
time, and active time with no pressure (e.g. running around or
laying on the floor with their favorite toys). This is a sign
they have been working hard to learn something new or practice
something difficult. How often they need this "rest" time shows
parents how hard they have been working at a new skill.
Recognizing and encouraging appropriate rest activities ensures
the child will then be ready to successfully work or play at
more skills again.
