If the child is found to be careless, careless in observing things, or his attention will soon shift and he can't sit still, he should be trained in time to cultivate his observation and attention.

Activity 1: find one. Give him several similar numbers, let him find out which two are the same, and point out the difference between them.

Activity 2: Give him a messy picture. Some small animals are hidden in it, let him look for them.

In these activities, we can insert a lot of language content. For example: "Like who?" "Where are they different?" "What's behind the tree?" "Who is in the tree?" We can also directly combine observation activities with language. For example, use several pictures of dolls with similar shapes, and there are only slight differences between them. You can describe one of the dolls in words and let him find it. For example, who is the doll with pigtails, a schoolbag and black shoes? He should observe and search on the basis of listening to and understanding these languages. In these activities, he should emphasize their careful observation and try to improve children's interest in activities.

Second, the cultivation of memory:

Memory is very important for everyone's life and study. For example, when you want to buy a few things, remember what to buy when you get to the store. Memory can also reproduce the past, when language was very important. It often becomes a means for us to recall the past. For example, describe your holiday experience to others.

Memory includes graphic memory, color memory, action memory, auditory memory and so on. Before training, it is best to understand the differences of hearing-impaired children's abilities in these aspects and do targeted training.

1. Show your child some toys or pictures he knows. After reading it, let him turn around. The trainer secretly took off one or two items and asked him, "What's missing?" Only three or four items are enough at the beginning, and can be gradually increased according to the level of children in the future.

When doing listening training, you can turn the card upside down, so that children can't see the content of the picture, let them listen and take it. This requires hearing-impaired children to remember the location of the card while listening to the words clearly. The number of cards can be gradually increased. This game is played by two children, who take turns to be the speaker and the obedient. The speaker should also remember the content and location of the card before playing the game, so it is a memory exercise for both of them. Trainers can turn the game into a small competition by scoring the game and improve their interest in participating in the activities. Usually the first and last cards are the easiest to remember. So we can say these two cards first to reduce the difficulty. In the future, you can say two or three things at a time to exercise your auditory memory ability.

2. You can do some preparation and review before and after some special activities. Such as: taking a train, having a birthday party, etc. Before the activity begins, children can know the progress of the activity in advance through pictures. After the activity, help them remember every step of the activity through related items, photos or videos. Through such activities, children can be helped to consciously remember what happened, including some details. This is also one of the ways to cultivate memory.

3. Cut off the face of a box, dig a hole in the middle of the opposite face, put the face with the hole facing upwards on the table, take several items that children know, put them in front of them one by one, let him name the items, and then throw them into the box. After putting it all in, let the children remember what is in the box. If he forgets something, you can give him some clues. For example, "What is drinking water for?" "Long ears?" When he said everything, he took the boxes away, checked them one by one and rewarded them.

Third, the cultivation of classification ability:

Being able to classify items according to certain principles is also an important cognitive ability. If children can classify correctly, they need to summarize the typical characteristics of items and find out their similarities and differences and relationships. Language plays an important role in project classification. Think about it, those animals are small, white and hairy. In this sentence, some physical objects are defined by four words. In fact, we unconsciously classify objects every day. For example, in a shop, you say "I want a red coat" so that you can communicate with others accurately. To teach children to find common features between objects, they can choose some obvious features at the beginning. Such as color and size, which will be easier for them, and then to the classification of touch and other aspects, and then gradually to more abstract category concepts such as "people" and "furniture".

1. Give the child some toys or pictures, and then guide him to "put the food here" and "put the animals over there". At first, you only ask him to classify in one way, and then ask him to classify in two standards to improve the difficulty. Let him sort the buttons. At first, let him classify by color, then classify by size, and then combine color and size. For example, "Put the big red button here" and "Take out the small blue button". At this time, he needs to divide the items into four piles or more, not two parts.

Give the child something, take a box with a mouth and give him instructions, such as "put the red thing in" If you take it by mistake, don't let him put it in. After mastering this level, we can improve the difficulty and increase the number of projects and categories. Sometimes you can deliberately say a category that is not in an item. For example, "take out the red one", but there is no red one in these things. At this time, you can know whether the child really understands the concepts of these categories. In this game, the trainer and the child must exchange roles and let him say the password, and the trainer will accept it. Sometimes you can deliberately take it wrong and guide your child to correct it.

Let him see an item first, then give him several different kinds of items and let him choose the same thing as this item. For example, let him see a spoon first, and then let him take one out of "oranges, dolls, bowls and pens" and put it with the spoon. He will be rewarded when he finishes sorting the goods.

4. put the pictures of the article into an album. This photo album can help children understand that the same object can appear in different categories. For example, "red balls can be placed in red objects, round objects, toys, etc." You can guide your child to make up a story with several items in a picture and teach him to describe the category in words. For example, "A boy is wearing green clothes and driving a green car. He saw a green leaf on a big tree and a green bug in the green grass ... which will help him describe things completely and orderly and organize his own language.

5. Find out the difference: Give the child some items, one of which is different from others, and let him find out. Such as; Put "spoon, chopsticks, bowl, hat" in front of the child and let him find out which one is different and which one is wrong, or you can say "which one is not tableware?"

In daily activities, parents should also consciously cultivate their children's concept of categories. For example, when eating, say "bring me the big bowl" to the child; At the end of each game, let the children collect their own toys. On the one hand, it can cultivate their good habits, on the other hand, it is also a good opportunity for classification practice. For example, "put the beads in this box, put the inserts in this basket, and put the car on the toy shelf." To teach children to classify, first of all, let him often see which items are always put together and do a lot of classification exercises.

Fourth, the cultivation of logical order ability:

Let children pay attention to understand the sequence of events, which is helpful to the development of logical thinking, deepen the understanding of the causal relationship of things and improve the order of doing things. You can choose some stories or pictures that show the development of events and sort them so that children can sort them out and explain them.

When sorting things out, we should consider them from many angles. For example, from high to low, from short to high. From the front, the puppy ranks third, and from the back, where is it? On the way from home to the store, I passed the hospital first, then passed an intersection and finally passed a big tree. What did you have before you came back? And then through what? What was finally passed? Roll the red, yellow and green beads into a small cylinder with one end sealed. Before pouring the beads out, ask the child, "Which bead should come out first?"

Daily activities and housework are also good opportunities to cultivate children's logical order. For example, "brushing your teeth" can be broken down into the following steps: first pick up a glass of water, squeeze toothpaste, then brush your teeth, rinse your mouth after brushing your teeth, and clean the cup and toothbrush. When brushing your teeth at ordinary times, parents should consciously talk while doing it. You can also show these steps with pictures or photos, disturb the order, and let him sort out and tell the contents of the pictures.

Fifth, the cultivation of imagination:

Imagination and creativity play a vital role in human development, so we can't ignore the cultivation of this ability. The imagination of hearing-impaired children is often very different from that of healthy children of the same age. If you don't give any hints, ask him, "What do you think?" He may not remember any of them. And if he puts something in front of him, he can quickly pick out which ones are fragrant. This shows that although children understand the meaning of words, they can't think of "soap, flowers, perfume ..." because of the limitation of their imagination space. But don't think that the imagination of hearing-impaired children will be lower than that of hearing-impaired children. Many children who have successfully recovered have proved that as long as they have correct rehabilitation concepts and training methods, their cognitive abilities such as imagination will not be weaker than those of hearing-impaired children.

Activity 1: make up stories. Several people take turns to touch the cards, and everyone has to say something related to the content of the cards, and it must be related to the words of the previous person. This cycle makes up a story. In the process of making up stories, children's imagination can be brought into play and their language ability can be exercised.

Activity 2: Riddle-guessing: Riddle-guessing can exercise the imagination and logical thinking ability of hearing-impaired children. The choice of riddles should be suitable for children's age and language level. At first, you can choose a riddle with simple language and concrete images, "long ears, short tail, red eyes and white clothes". In the future, you can choose the slightly abstract riddle of "a purple grape in the middle of the hair". This metaphor needs children's imagination to guess. But as long as the "two brothers", the entrance and exit of the conference will be doubled. It tastes three meals a day first, and only eats vegetables instead of soup. "A more abstract metaphor is used here." Brothers and chopsticks are non-visual internal comparisons. It requires children to have a deeper understanding of the characteristics and functions of objects, not just the understanding of appearance.

In teaching and life, we should try our best to develop the imagination of hearing-impaired children. For example, when eating bananas, you can guide him to think: "Look, what is a banana like?" In art class, children can spell out various shapes with leaves. Or sprinkle some ink on the paper and let him tell his face. When children encounter difficulties in life, adults should not quickly replace arrangements, but guide children to find ways to solve them themselves. Let children often have the opportunity to use their brains instead of lazily relying on others.

Six, the cultivation of spatial perception ability:

Spatial perception mainly includes orientation perception and distance perception, and also includes shape perception and size perception in a broad sense. Many children's understanding of things is often limited to the plane, and their perception of three-dimensional space is poor.

There are many opportunities to practice children's spatial perception in daily life. For example, when going to the store, guide him to remember the route and the location of the store. Let him lead the way next time and compare the length of the two routes or the distance between the two places. In teaching, you can design the following activities:

Activity 1: Look at the three-dimensional diagram and let him think about how many building blocks there are. If the child misses the invisible part, use the building blocks to actually show him and let him observe from different angles. Gradually remove the physical object and let him count the number of building blocks correctly by looking at the picture.

Activity 2: Listen to the password and origami. Give the child a square piece of paper and let him fold it as required. Such as "fold it into two rectangles of the same size; Fold into two rectangles with different sizes; Fold into four small triangles and a small square "and so on. This activity can not only exercise children's spatial imagination, but also exercise children's auditory memory and language understanding.

7. Combine language training with the teaching of various subjects.

1. Language training and mathematics education:

The contents of children's mathematics education mainly include: perceptual set (classification of objects, recognition of 1 and many, comparison of two groups of quantities …), number (conservation of points and numbers, synthesis of adjacent numbers …), shape (recognition of geometric shapes …) and quantity (conservation of length, height and quantity, comparison of positive and negative sorting …).

In the past, mathematics education attached great importance to imparting knowledge, such as the decomposition and synthesis of numbers, addition and subtraction within 10 and so on. Memorizing methods such as memorizing formulas are often used in teaching. Nowadays, children's mathematics education pays more attention to developing children's thinking ability and emphasizing the idea of teaching children to solve problems.

Activity 1: the concept of learning quantity conservation.

Arrange several big circles in a row, and arrange several small squares under the circles. Ask the child, "Are there more circles or squares?" Many children will judge more circles by vision because of the length of circles, and will not compare them by quantity. At this time, it is necessary to teach children the correct way to compare; Children of large class age can be taught to compare the lengths of two objects with a fixed object as a reference.

Activity 2: Learning Inclusion Relation

Overlap squares, circles and triangles alternately, write some numbers in the middle, and ask children: What numbers are there in squares and triangles? Which number is in the circle and square, but not in the triangle? Which number is outside the square and triangle?

Activity 3: Homemade Application Questions

Show six butterflies, including a red one and five blue ones; Of the six butterflies, two are big and four are small. Ask the children to list the formulas of addition and subtraction and tell the reasons.

According to color classification, the following addition and subtraction formulas can be listed: ①1+5 = 625+1= 636-1= 546-5 =1.

According to the size classification, the following formulas can be listed: ①2+4=6 ②4+2=6 ③6-2=4 ④6-4=2.

When children list formulas, they are also required to express the language content of application problems. A red butterfly came, and five blue butterflies came, a total of six butterflies. This not only exercises the ability of mathematical calculation, but also exercises the ability of classification and language expression.

2. Language training and art education

Most children are interested in unconscious and conscious painting. Don't neglect the cultivation of other abilities and interests of hearing-impaired children because of their heavy task of learning languages. Trainers should organically integrate language into artistic activities, guide them to observe carefully in painting, and make them have a deeper understanding of things.

For example, when drawing with children, talk to them while drawing, "What are we drawing today? Think about what's in the park. Where is the big tree painting? Draw some flowers? What color to use ... "These dialogues not only exercise the speech ability of hearing-impaired children, but also make them use their brains and actively participate instead of passively imitating painting.

Let children color all kinds of objects, which can help them know the color of objects, such as "bananas should be painted yellow and cucumbers should be painted green." In this activity, children should be guided to distinguish the color differences in detail, such as: the leaves in spring should be light green, while the leaves in summer should be dark green; Oranges should be orange, not yellow. Coloring can also cultivate the aesthetic ability of hearing-impaired children to coordinate colors. Many languages can be introduced into the activity, such as "The color is too light, so paint it hard", "Don't paint it outside", "Paint it in one direction" and "Do these two colors look good together?"

You can also use your imagination in artistic activities. For example, on a blank face, you can change different expressions through small changes in your eyes and mouth. You can give him a red round paper and ask him, "What's this like?" Let him draw something according to his own imagination. For example, draw some short lines next to the circle to become a sun; Or draw a green leaf on it and turn it into an apple; You can also splash some watercolors on the paper and let him imagine what it looks like. In this kind of activity, we should be careful not to use our own ideas as the standard of judgment. Because children are less constrained ideologically and often have more free imagination, we can't simply evaluate them as "no, they are completely different."

Besides painting, pasting, origami and handcraft are also good artistic activities. Trainers can lead children to choose various artistic activities. For example, paste different leaves into various images in autumn. Ginkgo garden can be used as a fan; You can post a goldfish with poplar leaves and maple leaves, and so on. Through this teaching activity, children can also know the difference between different trees and their leaves. When learning the content of "shape", you can paste various patterns with different shapes of paper. These activities can exercise children's small hand muscle movement ability and exert their imagination. And it can also teach children to understand many words such as "cut, fold, paste, align, turn".

Hearing-impaired children should be encouraged to exert their creativity in various artistic activities. Don't always imitate cats and tigers, try to provide them with free imagination.

3. Language training and music education

Music activities can cultivate hearing-impaired children's sense of rhythm and artistic appreciation, and contribute to listening and language training. Teachers can lead children to do actions with music, and distinguish the rhythm from the pitch. It is absolutely possible to train hearing-impaired children to appreciate music, especially those who use cochlear implants and have better hearing compensation. We should guide them to appreciate the connotation and beautiful melody of music from an early age. Because low frequency plays an important role in the feeling of melody, children with poor hearing compensation can also try to make them feel music. Observe whether they are interested in the activity to decide the design of the follow-up activities. This kind of music activity cannot be used as necessary teaching content, and should be arranged according to children's interests.

Hearing-impaired children should first choose works with clear rhythm, simple and beautiful tunes and strong melodies. If it's a song, choose something short and easy to understand, lively and interesting. With the improvement of children's age and appreciation level, we can gradually adjust the music tracks and guide them to understand the artistic conception represented by the melody.