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Characteristics of visual style
1.- Visual learners understand written instructions better than oral.
Visuals pay more attention to gestures, facial expressions, corporal language, movements…
Once they know the spelling of a word, they can look for it easily in the dictionary.
Visual learners can be distracted by noise. They need a calm and a quiet environment so as to concentrate.
Highlighting and using colour coding help them visualise new concepts and learn the items quickly.
Mind maps, short outlines, lists and notes are good techniques for them to memorise information.
Visual learners tend to watch the other person’s lips when he or she is speaking because it facilitates their comprehension.
They are used to drawing math problems. Then, they have less difficulty in order to solve them.
When visual learners are in a unknown place, they often examine and observe what surrounds them accurately.
When they meet new people for the first time, they stare at physical characteristics and the way they are dressed. So, they often remember these details more than the people’s name.
Preschool children carry on their fast language debelopment. Preschool children mainly do not care for many groups attending, prefer talking rather than listening and repeatedly ask questions they already realize the respond to. While this questions are at times boring to adults, especially when the question “why” looks so repetitiously, realizing caregivers and teachers know that children do this to begin exchanging words with adults or to practice responsing questions themselves. Preschool children are enthusiastic about taking new words,sentences and it’s very important on taking the names of the materials and people right. One well-qualified father, not wanting to mix his child with a lot of special words said to his child, “look up there at that noisy helicopter” and five year old answered with disdain, “don’t you know that’s a airplane”. Overall the preschool years, children’s exchanging words with children and adults complex as they know to make longer and more difficult sentences. NAEYS suggests caregivers and teachers
Make conversation clearly and repeatedly to alone children and listen to their answers. When they make mistakes in grammar say again the sentence clearly so that they can hear what the word should be like. There is a small benefit to spending more time with straightness unless they are asked.
Answer fast, correctly and patiently to children’s attempts at conversations. Supply alot of capability for informal speak between friends, adults and children.
Teach poems, game plays, and nursery rhymes, facility play of circle and movement games.
Toddlers and two-year-olds carry on their vocabulary, may be going a overall of 250 word, which they start to communicate with each other for developing skilful communication. Toward the end of this stage difficult sentences that include nouns, verbs, adjectives, and adverbs begin to appear. Toddlers and three’s can explain the use of alot of household things, recount the processes of the day and begin to play pretend games, using fantasyin their communication language. I would like to suggest that caregivers
Go on fast one to one, face to face conversations.
Let toddlers initial language and carry on the communication, waiting patiently for the often slow and awkward answers.
Label and name things, describe processes, and reflect feelings such that children have opportunities to know new vocabulary.
Sing songs, do fingerplays, act out ordinary stories, and tell stories on aflannelboard or magnetic board, letting the children work with their fingers.
Infants in their second months communicate by crying when they are in distress, by smiling and vocalizing to first social contact and by cruing and babbling. They listen to sentances express their own private monologues. For about nine to nineteen months, babbled “sentences” be longer while a few words can be pronounced clearly. Vocal signals other than crying can be used when help is need.
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