Introduction
Kids with and without disabilities develop differently, thus requiring varied approaches used by parents and educators. Early intervention is crucial for young children with physical or mental disorders as it helps achieve short- and long-term improvements. This essay aims to discuss and illustrate how various play activities and everyday routines can be transformed into specially designed learning opportunities for preschoolers with diverse disabilities.
Learning Activities for Preschoolers
When a child develops more slowly or differently than other kids of their age, parents and educators usually find it challenging to intervene using standard methods. For instance, a preschooler with attention deficit hyperactivity disorder (ADHD) is likely to refuse traditional learning activities because of a lack of focus. According to Heward et al. (2018), incorporating play activities or daily routine tasks can help young children with disabilities learn more effectively. The reason is that they do not need to purposefully stay focused, as playing itself increases their attention because it is more interesting than studying. Therefore, the kids’ successful involvement and participation are enhanced, and they receive positive emotions while also learning new information or skills.
It is possible to develop a play activity to demonstrate the value of such an approach. For example, as noticed by Arun (n.d.), memory-matching cards are an excellent option for preschoolers with autism and similar disorders. Thus, in this activity, parents or educators create fourteen cards on a particular topic, such as fruits and vegetables.
Bright pictures are likely to spark the child’s interest and increase their attention. Once the kid flips a couple of cards, they are told whether those are fruits or vegetables. This, as well as the very need to find matching cards, improves memory and social skills because the kid communicates with the adult (Arun, n.d.). Consequently, the described play activity not only brings joy to the child but also allows them to develop or strengthen several skills, which is why it becomes a specially designed learning opportunity.
Conclusion
To conclude, preschoolers with mental or physical disabilities and delayed development disorders require unique approaches to their learning. To keep them interested and focused, play or routine should be used frequently, allowing kids to receive new information or skills engagingly. The provided example of playing for learning is one of the easiest methods; parents and educators can also utilize other games to achieve the same goal.
References
Arun, A. (n.d.). Simple and engaging games and activities for children with special needs and autism. Parent Circle.
Heward, W., Alber-Morgan, S., & Konrad, M. (2018). Exceptional children: An introduction to special education. Pearson.