Recommendations for teachers when working with children according to the leading type of information perception

Kinesthetic learners – processing and storage of information is based on sensations. The main type of memory for kinesthetics is muscle memory. They learn about the world around them in a tactile way, that is, by touching or moving. This method of obtaining information involves highly developed motor skills, active movement, the activity of large muscles – shoulders, arms, legs, feet, etc. At preschool age, they prefer active games associated with jumping, climbing, running, love blocks and moving toys on wheels. Kinesthetics are most successful on test items, where intuition helps them choose the correct answer. The visual direction is downward. Features of attention – kinesthetics generally find it difficult to concentrate their attention, and he can be distracted by anything. The peculiarities of their memorization are that they remember the general impression and remember while moving. Support strategy: locomotive activity is put on the first place, i.e. creating conditions for free movement around the office, tactile activity. When doing work in the classroom, it is recommended not to force them to sit still for a long time; be sure to give them the opportunity to motor discharge (go for a book, equipment, write on the board; at home – go to another room, etc.); memorizing material is easier for them while moving. In working with this category of children, tasks of the “model-constructor” type are applicable, which involves the assembly and disassembly of the parts that make up the device. To keep your child from being distracted during class, allow him, if possible, to play an active role. There are often problems with maintaining order in the workplace. In the understanding of kinesthetics, “order” is when each thing lies in a convenient place for him. To others, this order often looks like chaos.

Auditory learners understand and memorize information well by ear. They love to sing, recite poetry, ask many questions, and speak correctly and well. They show an early interest in reading, readily read aloud and easily memorize the instructions of the teacher. They enjoy reading, inventing stories and acting out their faces. As a result, auditory children do well in speech development classes, literacy classes. Auditory learners use rest between classes to talk and make noise. Especially if in the previous lesson you had to “keep your mouth shut.” Visual direction is along the midline. The peculiarity of attention is that they are easily distracted by sounds. The peculiarities of memorization are that they easily remember what they hear. Support strategy: When teaching auditory learners, special attention is paid to the perception of information by ear (intonation, melodiousness, timbre of voice, etc.). For a quick skill acquisition, invite your child to comment on what they are doing. For more successful completion of educational tasks, they often use a walkthrough.

Visual learners process and store information in the form of visual images, “pictures”. Their attention is naturally drawn to the visible signs of familiar objects, and they quickly grasp and remember visual characteristics such as movement, color, shape and size. They like to look at pictures, it is more interesting for them to look at illustrations for a fairy tale than to listen to the fairy tale itself. In kindergarten, they play with cubes, put pictures in puzzles, sculpt, and cut out. All of their activities are designed for the interaction of eyes and hands. Possessing developed visual-tactile coordination, they easily cope with tasks requiring developed fine-motor functions. When communicating, visual direction is mainly upward. The peculiarity of attention is that it is stable, the noise practically does not interfere with the visual. The peculiarities of memorization are that they remember what they saw, remember with pictures. Accompanying strategy – Since visuals tend to ignore all other stimuli in favor of visuals, they need to pay special attention to the development of language skills, communication skills and general physical coordination. For children with a visual type of perception, it is more effective in the classroom to use color illustrations, ready-made diagrams and a blackboard to reinforce new material with visual images. Taking into account the sensory-perceptual characteristics of children will allow the teacher and parent to avoid many difficulties in teaching and upbringing, and will help to lay a stronger knowledge base.