Name of teaching material
A picture diary self-made product
Japanese Page URL
*The description appears by hovering the cursor over the image.
| Target |
Young children Preschool division |
|---|---|
| Disability category | deaf and hard of hearing |
| Teaching units / Applicable scenes | activities for independent living |
| Specific purposes |
･ To enable children to enjoy interacting with the people around them. Young children will begin to actively participate in activities and interact with other people. ･ To enable young children to develop new perspectives and a deeper understanding of a variety of things. Their thinking skills will be developed through interaction. ･ To teach young children new vocabularies and sentence patterns and develop their language skills. |
| Considerations for disability characteristics |
･ The child will be able to understand what the topic is by looking at the pictures. ･ Even after some time, the child will be able to recall the event and talk about it. ･ Children will be able to organize their own experiences and thoughts and express them in pictures and words. |
| Expected effects and results | ･ The topics covered will be mostly about young children’s experiences in everyday life and play. Through interaction with their mothers, teachers, and others near them, young children will be able to share their experiences, images, feelings, and others and will be able to deepen their understanding of various matters, as well as learn and improve their language skills. |
| How to use |
< A mother and child talk, and the mother draws a picture and writes sentences > ･ The topics covered should not only be about special events or happenings. The majority of the topics should cover things that interest the child or that leave a strong impression on the child as part of his or her everyday life experiences. ･ Pay careful attention to the child’s experiences and interactions and accept the child’s feelings. Try to have a good time together, or have an in-depth conversation with the child on the spot so that it leaves a lasting impression in his or her mind. ･ Try to adjust the way the pictures are drawn so as to suit the child’s stage of development. For example, draw in ways that highlight things that will leave an impression in the child’s mind, or draw in such a way that the sequence of events is easy to follow. ･ To maintain the child’s interest in the teaching material, glue on snapshots, pamphlets, tickets, fliers, and other objects; make it possible for the child to play with these objects; and do other things to make the experience enjoyable. ･ When talking and writing, use words that reflect the child’s feelings and are appropriate for the child’s age. Adjust the sentence pattern and structure when writing so that they are appropriate for the child’s stage of speech and mental development. < Talk about the picture diary at school with teachers and friends > ･ Recollect and talk about the child’s experience by looking at the picture diary; ask questions about the things written in the diary, and check the child’s understanding of the contents and words written in the diary. ･ When it is difficult to understand what the child is saying just with words—for instance, when talking in class with friends—use the picture diary to talk to friends and others so that the listener can visually understand the content of the child’s story and engage in conversation. |
| Related teaching materials and information | “Language Development Teaching Strategies – Through the use of a picture diary -,” Vol. 10, Bulletin of University of Tsukuba, Special Needs Education School for the Deaf |
| Useful for other students |
- Informant Special Needs Education School for the Deaf, University of Tsukuba
- Keywords Picture diary, communication
- Created 2016-11-02 13:16:29
- Updated 2020-06-08 12:29:18