Around the age of 4, an increasing number of children begin to develop an interest in letters and numbers, such as looking at hiragana and numbers and asking, “What do you call this?” or pointing to numbers around them and trying to count them.
This time, I would like to take a look at the abilities that develop during this period and how to interact with them through play and educational materials.
1. Changes seen around the age of 4
During this period, children’s vocabulary becomes richer and the content of their conversations gradually becomes more complex. You’ll start to see them trying to explain their reasons by saying things like, “This is how it is, so this is how it is,” instead of just “why?”. Interest in letters and numbers will grow in parallel with this expansion of conversational skills.
2. Commonly seen around the age of 4
for example,I can say numbers from 1 to 10, but when I try to actually hand out snacks, the numbers don’t add up.、Although he shows interest in the characters that appear in the picture book, when he tries to read them, he stops one character at a time., are often seen at this time of year.
If you consider that there is still some distance between what you can say and what you can understand and use, it will be easier to monitor things without rushing.
3. What is important in the children’s club’s 4-year-old course
The Children’s Club’s 4-year-old course uses teaching materials that take advantage of the unique interests of this age group. for example“One-on-one correspondence (squirrel and chestnut)”In this teaching material, children develop a sense of linking “saying numbers” and “actual numbers” through counting activities that involve matching pictures of squirrels with pictures of chestnuts.“Shadow picture matching”Here, children will develop their ability to perceive shapes and their imagination through a game of guessing the original shape from the shape of the shadow. Also“Line symmetry”This teaching material uses origami and blocks to naturally introduce the sense of symmetry.
At the same time, what is important during this time is“Instruction on correct endings”is. When children grow up in an environment where their exposure to Japanese is limited, they tend to become ambiguous about word endings and particles, but through reading picture books aloud and having conversations, we provide opportunities for children to come into contact with correct expressions in a natural way.
Around the age of 4, children gradually transition from playing alone to playing with friends. The experience of waiting for your child’s turn and exchanging words such as “let me borrow it” and “ok” are just as important as learning letters and numbers. In addition to activities using teaching materials, we place importance on accumulating daily behavior such as greetings, replies, and interactions with friends naturally in class.
4. How to interact at home as well
At home, when handing out snacks, you can create the same awareness opportunities as in the classroom by saying, “Let’s hand out one snack at a time,” or by playing shadow puppets to guess the shapes. The point at this stage is to aim for the child to be able to use the letters and numbers before they know it, rather than having them memorize them.
5. Frequently asked questions
Q. I don’t show much interest in letters, is that okay?
A. There are individual differences in how people develop their interests. Rest assured that in our 4-year-old course, we place more emphasis on nurturing the desire to read and write than the letters themselves.
Q. I can read and write numbers, but I’m not sure if I understand their meaning.
A. Through teaching materials such as “one-to-one correspondence”, we will develop the sense of connecting numbers with actual numbers, so it is not necessary for it to be perfect at this stage.
Q. If I use it together with Inter-school, won’t it be a burden to have more homework and assignments?
A. The 4-year-old course focuses on play and does not require children to take home homework. We will also guide you through your efforts at home to the extent that it is within reason.
Q. Is there a difference between continuing from the 3-year-old course and joining from the 4-year-old course?
A. You can participate from either side. The 4-year-old course is designed with content that even first-time children can start with peace of mind, so there is no problem starting in the middle.
6. Instruction that emphasizes “the fun of understanding”
In the 4-year-old course, instead of rushing to get the correct answer, we place importance on accumulating moments when the child feels that they “understood” on their own. If you try to repeat what you noticed in the classroom during small conversations and games at home, it will become more natural for it to stick in your memory.
It may be helpful to think of the relationship between classroom and home time as complementary to each other. The best way to understand the atmosphere of an actual class may be to take a trial lesson.