We have introduced to you before the limitations of children with autism spectrum disorder in cognitive understanding ability, such as their way of understanding is single, always focus on a certain aspect of things, unable to look at the things around from a comprehensive view, more unable to summarize the rules of the development of things.
Tigers two days ago and father went to the zoo, they saw tigers, pandas, and giraffes, in watching the tiger, father specially said to the tiger: “tiger, you see, in front of that is the tiger, and the tiger the same name!”
Because his name also has a “tiger” word, tiger to see the tiger is very interested in, also therefore know the tiger this animal, went to the zoo, on the way back, tiger saw the tiger is also excited pointing at the tiger said: “tiger, tiger!”
Mother took the tiger to go to the supermarket, after a clothing store, inside a little cat “meow, meow, meow” called, the tiger turned to see the little cat, also pointed to the little cat said: “big tiger.”
Mother said to the tiger: “that is a small cat, not a tiger.”
But the little tiger still believed that it was the big tiger.
While ordinary children may think about the difference between a cat and a tiger after hearing a parent’s explanation, children with autism spectrum disorders have a hard time understanding the difference between the two animals in the short term.
So how can we improve the cognitive understanding of children with autism?
Interest Guidance:
All achievements interest beginning, when children are particularly interested in something, do not need parents too much exhortations, they will be immersed in, enjoy the fun of learning.
If the child likes drawing, then we can start from drawing and teach the girl to know all kinds of colors.
At the same time, you can learn many other things while painting different works.
If a child wants to draw a puppy, mom and dad can first give the child a look at the puppy photos and cartoon pictures, and then guide the child to draw a cute puppy, in the process of explaining the characteristics of the dog to the child, coloring, the child will also realize that the dog is also a lot of colors.
There are white dogs, and there are brown dogs.
When drawing, you can also train your child’s cognition of characters.
Even if the child’s drawing is abstract, we can give names to the people in the child’s drawing: Daddy, Mommy, Baby, Grandpa, Grandma, or listen carefully to the child’s thoughts as he draws.
If your child loves music and singing, we can use the lyrics of songs to help your child deepen their understanding of the things around them.
Matching game
Games can also exercise and improve children’s cognitive skills, and the emphasis is on how parents can design games to participate with their children.
We can match the game through the training card and the real thing. In a fixed time, parents and children compete together to see who can match more and more accurately!
For example, matching of the same color, matching of the same shape, or matching of the same kind of things like apples, bananas, pears, grapes, watermelons, pitaya, kiwi are all fruits;
Dogs, cats, lions, tigers, foxes, elephants, monkeys, doves, roosters and ducklings are all animals.
Sofa, bed, bookcase, table, chair and so on belong to furniture class;
Books, pens, paper, ink, rulers are stationery and so on.
Of course, in the process of the game, we should stimulate the child’s interest in the game, many times also need to use the reinforcement strategy, appropriate to let the child win a few times, is also a very good reinforcement for the child.
Ask divergent questions
Sometimes, when we communicate with children, in order to reduce the difficulty of communication, we usually ask questions in a closed way.
Closed questions can help simplify the way children communicate, but it is not conducive to children’s divergent thinking.
So parents should also reasonably adopt some ways to promote children’s divergent thinking.
For example, you and your child see a kitten and ask, “Is this a kitten?”
The child can answer yes or no, this is a closed question.
Children don’t have a chance to think outside the box.
If the child has known the cat this animal, mom and dad can ask: “what is this small animal ah?”
The child replied, “It’s a kitten.”
Mom and dad asked: “What color is the cat?”
The child replied, “Yellow.”
Mom and Dad can continue to ask, “What is the yellow cat doing?”
The child would observe and reply, “The yellow cat is chasing its tail around in circles.”
Open-ended questions can bring a series of divergent thinking to children, which can promote the improvement of children’s cognitive and understanding ability.
Parents and friends can try more.
The contest father said:
The training of children’s cognitive understanding ability should also start from interest, constantly improve children’s cognition in games, and guide children to diverge their thinking.
I hope that through the persistence of parents and continuous scientific intervention training, children’s cognitive and understanding ability can be improved!