Promotion of the imagination | Early detection of a dyscalculia

Promotion of the imagination

Listed below are a few fairly simple methods to improve a child’s imaginative ability. These may be quite “commonplace”:

  • Building with building blocks and bricks also promotes the imagination and action planning of children in a special way. “I’m building a castle” implies an existing image in the child’s head, which should be transformed into reality with the existing building blocks.
  • Read stories or tell stories in an exciting way.

    Children imagine the situation. In contrast to television, the child’s imagination, creativity and fantasy are stimulated. Television already presents situations directly.

    For the creativity and imagination of the child there is little space and freedom left. A ritualization in the form of a regular occurrence for example in the form of the “Good – Night – Story” should be introduced and kept up. Stories also have a positive effect on the child’s language skills and many other areas.

The combination of tactile, kinesthetic and vestibular perception is of particular importance for spatial orientation. Learning with all senses promises to address the learner holistically and to consolidate and secure the newly learned in different ways through different perceptions.

Promotion of awareness

For the promotion of perception, all forms of games and exercises that appeal to the senses and challenge and secure perception on different levels are generally considered. It is important to consciously train other senses in addition to visual and auditory perception. This can and should be done “unmathematically”, i.e. without numbers and without ulterior motives, and should therefore also be done in early childhood.

Possible candidates for this:

  • Baby massages
  • Feeler books,
  • Playing outdoors and with natural materials (natural experiences)
  • Playing with everyday objects such as marbles, building blocks, building blocks (different shapes, different colors).
  • Dice games, thereby first number perception by counting the number of points. Later, the dice eyes are “simultaneously”, i.e. immediately upon seeing the number. Counting is then no longer necessary.
  • Tactile games (tactile memory)
  • Early childhood counting by memorizing a series of numbers and simultaneously touching the objects

The ability to imagine facts and plan in thought is of particular importance not only in mathematics lessons.

This ability to imagine is only given if action sequences have been internalized in such a way that they can be considered automated and could, so to speak, run automatically “by themselves”.The development of the child‘s imagination is usually achieved through independent activity. Only what one has done and processed oneself can be integrated into the memory. While children initially imitate and copy activities, the foundation for self-tuning is laid. Through the first independent exercise of the action and the repeated performance of one and the same activity, one begins to mechanize, automate and accelerate processes. Children who have an additional lack of concentration find it particularly difficult to perform.