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How the child holds the pencil or pen is important. It should be done with the index and thumb, letting it rest on the ring finger.
Avoid over-squeezing the pencil. Some children squeeze a lot when they write. This makes it very difficult to make the smooth lines necessary to write well, especially when writing letters slightly oriented to the right. Try to take things slower, not to hold the pencil so hard and try to make the pencil leave a mark on the paper without having to go through it.
Double stripe calligraphy is more useful because it limits the child to two reference points (top and bottom). The calligraphy in squares has too many points of reference, so it is more complicated for the hyperactive child and without small squares they are not adequate guides.
For the little ones who do not differentiate between the letters that must go outside the double line pattern (l, j, f, etc.) and those that must remain in the same (a, n, m, s, e, etc. ), it is helpful to use an upper and lower dotted pattern.
Try a little slower, slowing down helps them solve the problem. When they speed up, they have a hard time controlling where the letters end and start, and you make a lot more mistakes. For this we can use a two-color glasses (Chromagen lenses) that make them go more slowly and focus better on the letter.
Some games are very helpful. For example, playing games to find hidden letters among others that resemble them or, for example, reviewing dotted drawings is also very helpful.
Children, like adults, have their preferences for writing tools. When the child is older and the teacher allows it, we can make him try different materials with which to write (fine markers, mechanical pencils, pens?), So that he can see which one of them costs less to make a beautiful letter.
Children consider that changing the letter is a mere formalism, a whim of the teachers. Convincing them of its usefulness is our first step:
Making a larger print conveys to others that you are important, that you feel good about yourself. Furthermore, when the vowels are large they are easier to understand and it is more difficult for a quick stroke to distort them. For example, if you write an “a” with a very small stroke and in a hurry the tail comes out crooked and deviates upwards, it is easy to be confused with an “o”. However, if you write the “a” in large type, no matter how much the stroke is deformed it will probably always look like an “a”.
If you can’t write clearly, you run the risk of being suspended by the teacher without a second thought.
The letter will say a lot about you: choose the font that you like the most, the one with which you feel most comfortable and “pamper it”.
If you try the above tips and still do not see any improvement in the child’s handwriting, you can always ask for help. Some children need occupational therapy sessions to improve their handwriting. But many children improve by working on their writing with the help of an adult. They can encourage you and provide fun ways to practice, practice, and practice. And, when they notice that their penmanship is improving, what should you do? Use your wonderful handwriting to write your coach a thank you note!
Orjales Villar, I. (2011). Attention deficit hyperactivity disorder. Manual for parents and educators. Edit. CEPE.
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