Feifeima's original post: (written at 5: 42: 4 pm on August 26, 22)

My child is just 45 months old and will soon go to a kindergarten in Suzhou to join Beijing Golden Cradle to attend a small class. Yesterday, according to the requirements of the kindergarten, the teacher took two books with the words "3-6 years old ... Test". I found that the tests of children's discrimination, cognitive ability and mathematical ability are basically good, and they can basically do it right. Big movements and fine movements are also ok. But the worst is the ability of instant memory.

The specific test situation is as follows:

The best: puzzle, calculation, counting, recognizing pictures according to language, etc. Basically, yes, some topics are actually quite difficult. For example, the teacher gave him some pictures of different colors and shapes, asked him to choose them according to the requirements of the book and put them out, gave him 1 beans, asked him to count five beans to the teacher, and asked him how many were left. He did all right. Five boys, five girls, three left, and a few left.

it's better: it's just that the quantifier made a mistake, and there's another topic with a picture of a person writing a word "Li" on the wall. The teacher asked him where that person was wrong, and the picture was black and white, which was not clear enough for the children to understand, and then he said: He wrote "Mu" and "Zi" together, so it was wrong. When pointing out what is missing, there is a question like this: There is a child walking on the bridge, and there are two very vague shadows in the water (I didn't see either shadow). What is missing? The child can't answer. I think there is nothing wrong with these mistakes. I think the teaching AIDS used in its own test are rather old and should be improved. There should be no problem with children's ability in this respect. The proportion of correct answers to such questions is 4 out of 5.

Not good: Another test is to let children find out the specified items in a pocket. The same is true for balls with different sizes. My children made it. It's not very good either. Five are wrong, three are wrong.

the worst: the test of instant memory. The teacher gave him some pictures in various colors and shapes. The teacher drew a red triangle, a green square, a red circle and a black square in his book, and showed the child a short time from 1 to 1. Then he closed the book and let him arrange it according to his memory. The child did badly, and only one out of five got it right. Personally, I think if I were asked to do the test, I might not be as good as my son.

I think the child's ability is different. In fact, he has performed very well. It is very good to finish this test quickly and cooperatively under the inquiry of a complete stranger. There is a child I know who spent an hour crying and making noise than we did in small 8 last month, but in the end he didn't do half of it, instead of just spending about 1 minutes. In this respect, I think my children's courage and psychological quality are good. In addition to the test of instant memory ability, I think he may be a little distracted, attracted by the colorful pictures put in front of him by the teacher, not remembering, or not knowing how to remember and a little overwhelmed. I don't know the exact result because I only took the test yesterday, but I'm not concerned about his IQ. In fact, I'm opposed to giving my child an IQ test, and no matter what the result is, I will try my best to let my child have a happy childhood and learn and grow in play. Become a creative and capable person. So I would like to ask you, how to cultivate children's instant memory ability at ordinary times!

Haas's mother, Lao Tan's reply: (written at 3: 1: 5 pm on August 27, 22)

In addition to the memory method of life observation mentioned by my mother downstairs, I think there are several ways that are useful.

First, play memory games, such as: show children some toys, cover them with cloth or put them in a bag after a few seconds, and then ask for the names of several items. Don't be too difficult at first, and then slowly increase the difficulty after giving your child some confidence. You can also exercise your child's sense of touch.

Another example is holding an item in your hand and passing by in front of your child, so that the child can guess the number or type, and then the child can also let his parents guess, so as to motivate the child to play games.

Also, when reading some books (such as encyclopedias and cognitive books), you can try to read them quickly. If it takes 3 seconds to teach a child the name of an item several times (older children may not need to do this), you can read them quickly one by one in a few seconds to exercise his instant concentration and quick response ability.

When the child is older, the ability of observation, memory and thinking is growing rapidly. It is excellent for my little brother to have such a performance. I think the test doesn't care about grades, but about finding the strengths and weaknesses of children, understanding children and learning from each other's strengths.

imaria's reply: (written on 8/27/22 at 11: 1: 42 am)

Try a method:

When you go out to play with your child, come by the car or person in the past and let the child see it. Go over and ask him: What color was the car or person just now? Long and short hair? Do you wear glasses? Take what bag? And so on, from coarse to fine, from simple to complex.