2024 Author: Harry Day | [email protected]. Last modified: 2023-12-17 15:43
The main difficulty of a child in the first grade is a large amount of information. How can you help him cope with the load?
Perhaps, from the outside, the volume of school knowledge does not seem terrible, and in most cases the parents do not particularly put pressure on the child. They try to find an approach, explain some school topics in more detail and more clearly, in extreme cases they are looking for tutors or special groups for preparing for school. But after September 1, the information still overwhelms the student with his head. How to deal with this flow?
You also need to be able to learn
Often a child comes to the first grade quite optimistic. He believes in himself and expects to become an excellent student. But everything turns out to be not so easy, not everything works out. "How so? Am I not that good? " - the child thinks. Parents ask themselves the same questions. After all, before the first grade, everything was wonderful. The child could read and write, and reasoned well. And now the words - school and stress - have become almost synonymous. Why?
For a long time, students were divided into capable and lagging behind. As for the latter, it was believed that either such a student was lazy, or he lacked intelligence. The teachers saw the only way out of this situation: the student must be forced to learn. How exactly? It basically boiled down to increased workload and punishment. In the 20th century, it was found that children can lag behind in school not only because of negligence and lack of ability. Most children have no learning skills. They have no experience of how to organize the material in their head, and there are no memorization algorithms. Over time, they will appear, but before that time you still have to wait and wait, learn and learn.
Remember now or learn for later?
As you know, there are two main types of memory - short-term and long-term. Short-term memory is only required to navigate current events. When we come home, we can put the bag next to the threshold for now to take off our outerwear and shoes. After changing clothes, the person remembers exactly where the bag is, and rearranges it to the right place.
But there is no point in remembering the location of the bag for the rest of your life. Therefore, after a few hours, the brain gets rid of the extra burden. More often than not, even the very fact that the bag was put somewhere is forgotten.
Another thing is important matters and information. They must be kept in a safe place at all times. And this place is a long-term memory.
The main problem with memorization occurs due to ignorance of the peculiarities of the work of these two types of memory. Short-term memory is small. For example, a person can memorize only 7-9 numbers or words at a time.
But even this information is not fully transferred into long-term memory. If, after some time, a person is asked to recall those numbers or words that he recently memorized, he will be able to name only 3-4. And it's not a fact that even these 3-4 objects will go into long-term memory.
Long-term memory does not store everything. The brain retains only what it considers to be the main thing, and the details can be thrown out as insignificant. For long-term memory, the main thing is the "skeleton", and the "muscles" - details, it can build up if necessary. But only if she has time for it.
But that's not all! It is not enough to put into long-term memory, you also need to get it out of there. And here again there may be problems. Memory does not give everything at once, but only in parts, and even then not always completely. If it is quickly filled without the ability to digest everything, it can give out only 30% of its reserves.
How to organize your memory archives
Imagine that you are an archive worker. You need to transfer documents to storage. You have a small office where you work. And suddenly they begin to bring and bring materials to you with frantic force. Your office is filled to the ceiling with papers. What do you say? You will probably shout, “Stop! I can't work like that, I have nowhere to turn! I can't handle any paper! Let's take out all that is superfluous and submit your documents in small batches."
It's the same with memory. If you shove everything indiscriminately into the area of short-term memory, then it will simply start throwing everything away. The bandwidth to the "archive" will be significantly reduced. And little will come out of the archive with such a park.
In order for the "archive" to work properly, it is necessary to organize the correct and consistent delivery of information. Then let our internal archivist work. How to do it? Ensure the "correct delivery of information to the archive".
1. Set the delivery format. Before you start delivering and laying out something, you need to mark the place in the archive where all this will lie. To do this, before reading the text, you should read the headings, look at the pictures, read the captions under the pictures. Based on this information, it will be approximately clear what will be discussed and in which memory department it is better to assign it, how many "shelves" will be needed for partitions.
2. Clarify the content. The child should read the text once and immediately tell in his own words what it says. This will create more precise boundaries for the material to be remembered. It doesn't matter that the child says not everything or not exactly. Special accuracy is not required, and if he remembers the facts out of order, it does not matter. The only thing is that you can correct the child in order to more correctly highlight the main idea of the text.
This is how we put the first piece of information into short-term memory. Now you can give the child a little distraction by something else, not related to the topic read. At this time, short-term memory will gradually begin to pass information into storage.
3. Arrange in pieces. Now that you know what the text is about, you can read it more carefully and decompose what is happening. What happened first, then what? If the text is about winter, then what signs of winter does the author describe?
4. Use a mental map. This is a fairly simple method - the information is presented in the form of an algorithm diagram, which then helps to quickly recall the entire content. The brain itself, when memorizing, creates such algorithms, but you can help it with this.
The map is drawn in the form of a "tree". It is based on a theme, and "branches" depart from it. What is described in the text about winter? Weather - nature - people. What about the weather? Snow - frost - blizzards - frost. What about nature? The rivers froze, the bears fell asleep, the hares changed color. What about people? Dressed warmly - go in for winter sports - get ready for the New Year.
After creating a mental map, it is worthwhile to disconnect and rest for 15 minutes again. You can just let the child move around, you can give time to put things in the portfolio for the next day, or you can start doing some other lesson that the child likes or does not strain too much.
5. Check what you have learned. Now that we've sorted everything out, there is only one step left. Try how information will be retrieved from repositories. For this, the child needs to be tested. There is no need to arrange an exam procedure, just ask a few key questions on the topic covered. Emphasize what the child does not remember very well. If there is any hitch, then you need to say this place again. And after 1, 5-2 hours, go over the topic again.
This is just one of many techniques that will help your student do a better job. Don't expect your child to grab the algorithm on the fly. At first, you will have to draw mental maps for your student to grasp the essence. But each time he needs to be more and more involved in building maps, so that after a while he will begin to do it himself.
The whole procedure may seem rather long, but in fact it saves a lot of time in general, due to the fact that the memory starts to work more efficiently.
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