Agriculture
Seeds of the Future
Chicken Eggs as Drug Factories
Keeping Bugs Away from Food
Amphibians
Poison Dart Frogs
Newts
Tree Frogs
Animals
Armadillo
A Grim Future for Some Killer Whales
Polar Bears in Trouble
Behavior
Listening to Birdsong
Nice Chimps
The Disappearing Newspaper
Birds
Hawks
Blue Jays
Penguins
Chemistry and Materials
Screaming for Ice Cream
Graphene's superstrength
Gooey Secrets of Mussel Power
Computers
Batteries built by Viruses
Galaxies far, far, far away
A New Look at Saturn's rings
Dinosaurs and Fossils
Big Fish in Ancient Waters
A Dino King's Ancestor
Ferocious Growth Spurts
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2014 GSAT Results for Jamaican Kids
Results of GSAT are in schools this week
Earth
Arctic Algae Show Climate Change
Life trapped under a glacier
Slower Growth, Greater Warmth
Environment
City Trees Beat Country Trees
A Change in Climate
Blooming Jellies
Finding the Past
Ancient Art on the Rocks
Ancient Cave Behavior
Salt and Early Civilization
Fish
Skates and Rays
Electric Ray
Eels
Food and Nutrition
The Essence of Celery
Chocolate Rules
Strong Bones for Life
GSAT English Rules
Subject and Verb Agreement
Problems with Prepositions
Whoever vs. Whomever
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GSAT Practice Papers | GSAT Mathematics | Maths
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GSAT Mathematics
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How to Slice a Cake Fairly
Deep-space dancers
Human Body
Don't Eat That Sandwich!
Running with Sneaker Science
Flu Patrol
Invertebrates
Butterflies
Daddy Long Legs
Corals
Mammals
Squirrels
Felines
Miscellaneous Mammals
Parents
How children learn
Children and Media
The Surprising Meaning and Benefits of Nursery Rhymes
Physics
Black Hole Journey
Dreams of Floating in Space
Project Music
Plants
Pumping Up Poison Ivy
When Fungi and Algae Marry
Flower family knows its roots
Reptiles
Geckos
Reptiles
Snapping Turtles
Space and Astronomy
Gravity Tractor as Asteroid Mover
Rover Makes Splash on Mars
Planet Hunters Nab Three More
Technology and Engineering
Smart Windows
Model Plane Flies the Atlantic
Dancing with Robots
The Parts of Speech
Problems with Prepositions
Pronouns
Adjectives and Adverbs
Transportation
Morphing a Wing to Save Fuel
Charged cars that would charge
Revving Up Green Machines
Weather
Arctic Melt
Recipe for a Hurricane
Where rivers run uphill
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How children learn

Your child is an individual and different from all others. The way your child learns best depends on many factors: age; learning style, personality. Read the notes below, and think about your child. This will help you to choose activities and methods that will suit your child best.

Children pass through different stages of learning

A baby or infant learns about the world through reacting to input through the senses.
From about two until seven years old the child starts to develop the ability to reason and think, but is still self-centred.

After the age of about seven a child usually becomes less self-centred and can look outside themselves. By the age of 12 most children can reason and test out their ideas about the world.
This means that with younger children we need to personalise and give examples which relate to themselves, whereas older children need help to make sense of the world around them. This also means that children must be at the right stage ready to learn. For example younger children are ready to acquire the concepts of number, colour and shape but are not ready for abstract grammatical rules.

What kind of learner is your child?

It is important to understand how your child likes to learn best. Which are the child's dominant senses? Do they like pictures and reading? If so you can encourage your child to use drawings, pictures, maps or diagrams as part of their learning.

Some children like listening to explanations and reading aloud. You could use reading stories to encourage this kind of child. And most children enjoy learning through songs, chants and rhymes.
Does your child like to touch things and physically move about? Some children have tons of energy to burn off! You could play games to get them moving or running around, acting out rhymes or stories or even dancing!

Other quieter children may have a good vocabulary and be a good reader. Word games, crosswords, wordsearches, anagrams and tongue twisters would be good to encourage these children.
Yet other children require logical, clear explanations of rules and patterns, or like to work out the rules for themselves. They may be good at maths too. For these children activities such as word puzzles, reading and writing puzzles, problem-solving, putting things in order or categories and computer games provide ideal opportunities for learning.

What kind of interaction does your child prefer?

Some children are outgoing and sociable and can learn a language quickly because they want to communicate. They are not worried about making mistakes.

Other children are quieter and more reflective. They learn by listening and observing what is happening. They don't like to make mistakes and will hang back until they are sure.

If your child is outgoing they may do best learning in groups with other children, whereas a quieter child may need more private, quiet time to feel more secure about learning a language. You can provide this in many ways – even through the bedtime story in English.

Motivating your child

For a child to be motivated learning needs to be fun and stress-free. Encourage them to follow their own interests and personal likes. For example if your child likes football he or she will probably like to read a story about football even if the level is a little difficult. Interest and motivation often allows children to cope with more difficult language.
Try to provide as many fun activities as you can for learning English. Songs and music, videos and DVDs, any kind of game especially computer games are motivating for all children.

For how long can your child concentrate?

Children can usually only concentrate for short periods of time – when you are doing an activity with your child, using flashcards for example, or doing a worksheet, make sure that you stop or change activity when your child is bored or restless. This might be after only a few minutes.
Correcting your child's mistakes

Children respond well to praise and encouragement – let your child know when they have done something well. Don't criticise them too much when they make a mistake. It's natural to make mistakes when learning a language. Don't pick up on every grammatical mistake – encourage your child to use English to communicate.
Repetition and routines

Children need to repeat language items many times to get them to ‘stick’ so don't be afraid to repeat games or do several different activities with the same language topic or set of words. Children often love to repeat the same song or story as it gives them a sense of confidence and familiarity.
Establishing a regular routine for homework is also important. You can check what they have to do for homework and set up a regular time for doing it.

How children learn









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