Do you remember?
Large amount of exercise refers to large-scale exercise involving the development of large muscle groups. It is an important sign of a baby's brain maturity.
That big exercise didn't develop well. How should children exercise the day after tomorrow?
Don’t panic！ Hailan Children's Brain Intelligence Multidimensional Development Center immediately shares the family practical sports training methods, which is suitable for all school-age children!
Exercise is a process of multi-sensory participation, especially the obstacles of planetesimals' participation in all-round development. Doing sports is an effective way to improve these obstacles, and more attention should be paid to the cultivation of great sports ability.
1. "Pat the cake"-a children's clapping game
Objective: To increase bilateral coordinated exercise.
Goal: Clap your hands in front of your body.
Age: 1-2 years old
Specific operation:
Let the child sit on your lap and face you.
Say "cake, cake …" in simple monotony and rhythm, and clap your hands slowly at the same time. Then tickle the child gently to make him like this activity.
Repeat the song and clap your hands while holding the child's hand. Shave it again.
As the child gets used to this activity, gradually reduce your help, such as holding the wrist and forearm very gently, and finally touch the child's hand and suggest that he start clapping.
2. Sit up without help.
Functional area: heavy exercise-body
Age: 0- 1 year
Objective: To get a sitting posture without help.
Goal: Turn over and sit up straight with your arms.
Specific operation:
The key point is to teach children to sit up by themselves, rather than simply holding them up.
When lying on your back, put your right hand on the right side of the child's body, then grab the child's left upper arm, gently pull up the left arm and turn over, so that the child's weight is pressed on the right elbow and hand. You keep pushing forward to help the child lift his right elbow, so that he will push forward by himself and support his right hand on the floor.
As children become more and more accustomed to this method, parents gradually give less and less help, and then start to do it themselves without help.
Finally, as long as the parents reach out and pull the child's left hand to help the child maintain balance, the child can complete this action independently.
Our parents do this before each hug, and the children will gradually get familiar with and learn this process and take the initiative to sit up.
Reach for something
Functional area: total movement-arm
Age: 0- 1 year fine sports: grasping
Objective: To improve children's ability to get things without help.
Goal: Reach out and grab something higher than your eyes.
Material: thread, animal toys or other toys.
Specific operation:
Hang a colored object on a door or other fixture, the height of which is convenient for children to reach. Tell children to "touch toys".
Every time the child reaches over to touch the toy, he will be rewarded.
When children learn to put their hands on their heads, put a stuffed animal toy on the edge of the table to ensure that children can see the animals and say, "Take this toy." When the child reaches for the toy, praise the child and let the child play with the toy for a few minutes.
Repeat this process many times, but remember not to put heavy objects or fragile and dangerous items on the table after each activity to ensure safety.
Step four, step over the pedal.
Functional field and age: total exercise-body
Age: 1-2 years old
Imitation: vision 1-2 years old
Objective: To improve the stability of gross motor skills.
Objective: To cross or bypass a series of low obstacles.
Materials: shoe box, big dictionary, soft milk bag, stool.
(1) across
Specific operation:
Put a series of milk bags and shoe boxes on the floor.
Explain to children how to cross every obstacle with exaggerated movements.
Then lift the child slightly to help him cross the same obstacle.
Every time a child steps over a shoe box or a soft milk bag, he must say "past".
Repeat the above process many times until the child learns to step over a short stool or a big dictionary without assistance.
(2) Pedal
Specific operation:
Tell your child how to stand on it with one foot first and then use the other.
Then point to a stool or dictionary and say "Go up". Help your child imitate your movements.
Repeat the above process many times until the child can stand on the stool or dictionary without assistance. Don't expect your child to make a correct response only when the language instruction is "past" or "up".
When you want your child to stand on something, always point to the surface of the object.
5. Combination of overcoming simple obstacles
Functional area: heavy exercise-body
Age: 1-2 years old
Perception: vision 1-2 years old
Objective: To improve the ability of balance and coordination and develop the ability of following visual clues.
Goal: Complete an activity that includes a series of simple obstacles below, above and beside.
Materials: furniture and rope.
Specific operation:
Put a colored rope in the room, so that the rope can pass from the chair, under the table, on the stool and so on.
Tie a reward at one end of the rope to attract children's attention. The child started walking from the other end of the rope.
Help the child walk along the rope route. Keep pointing at the end of the rope to keep the child focused. At the end of the rope, the child will get the agreed reward.
After helping the child walk several times, try to let the child walk by himself. Parents follow their children closely. If the child does not know how to walk, focus on the rope and guide the child to walk along it.
Pay attention to the initial obstacles to be simple and ensure safety, especially bends and bends.
Walk up the steps
Functional area: heavy exercise: body
Age: 1-2 years old
Objective: To improve the ability of balance, coordination and independent walking.
Goal: Go up the stairs two steps at a time.
Materials: steps, ropes, pencils.
Specific operation:
When the child can stand on the stool continuously, start to go up the steps. Let him stand in front of the steps, and you stand beside him and hold his hand tightly.
Say "Go" and put your right foot on the first step. Point to his right foot and then point to the top of the first step.
Help him put his right foot on the first step if necessary. Then say "Go" again and put your left foot on the first step, flush with your right foot.
Repeat "up" to give him an obvious drag action until he lifts his left foot, praises him and repeats the above process.
When he can lift his feet and hold your hand to the third step without help, repeat the above process, and then let him hold only one fingertip of your hand.
With the improvement of his ability and confidence in climbing stairs, let him hold an uncut pencil and you hold the other end.
Next, tie a rope on the pencil, let him hold the rope, and gradually open the distance between you and your child.
Finally, parents just need to walk beside him to reassure him and protect his safety.
Today's topic
Do you still remember how the baby felt when he first spoke, crawled and walked? Share your child's first time!
Ps: The picture is from the network, so delete it.