What characterizes fundamentally the school classrooms is the diversity of students that we find in them. The existence of differences in learning is an inherent fact of the human being. Within that diversity we can find different learning rhythms for children, children who learn fast, children who
What characterizes fundamentally the school classrooms is the diversity of students that we find in them. The existence of differences in learning is an inherent fact of the human being. Within that diversity we can find different learning rhythms for children, children who learn fast, children who follow a normal rhythm and children with a slow pace of learning.
Signs that indicate that the child has a slow pace of learning
Children have difficulties in following a normal learning rhythm, and these difficulties can lead to general learning problems. They are children who do not have a specific difficulty, such as dyslexia or ADHD, but they present a general level problems in learning and can affect all areas, especially the instrumental areas (mathematics, calculation and reading and writing).
Highlight, as the main characteristic features of these children in the classroom, the following:
- Slowness to process the information.
- Inadequacy between their cognitive structures and the level of complexity of the contents.
- Inadequacy between their psycholinguistic skills and the language used by the teacher.
- Inability to organize and structure the task on its own.
- Little attention.
- Low level of perseverance.
This will result in these children to:
- Low motivation to learn.
- Low self-esteem.
They are children with a normal development, but a certain cognitive immaturity. We can say that they are children with problems but not significant difficulties, that is, they cost a little more, they need more time, and in a psychopedagogical assessment they would be lazy in all areas but we could not frame them in an ADD or a Dyslexia. What is important to note is that this rhythm can condition their learning and lead to difficulties, so they will need adjustments in the classroom, that is, to personalize the teaching at their own pace.
The most important thing with these children is to know that the main problem is an inadequacy between the level of development of their cognitive structures and the degree of complexity of school content.
As we said at the beginning, it is frequent that, in addition, these childrenhave low motivation to learn, accompanied by low self-esteem and that there is a lack of autonomy for the establishment of their own strategies to study and memorize.
How to help children with a slow pace of learning
The important thing, beyond the labels we use, is to know that these children can achieve an adequate level of learning if they receive a graduate education from their previous knowledge and with a methodology adapted to your needs.
Given that these children have many possibilities to develop learning difficulties. It is essential to start working with them as soon as possible. When early treatment is started with slow learners or with Learning Difficulties, positive results and a clear improvement in performance are usually achieved.
It is essential in the first years of schooling to pay attention to the basic knowledge or prerequisites necessary for the acquisition of further learning. Since these children usually show low self-esteem, it is essential
to work with them in the emotional area , to help them see beyond the school, to discover all their possibilities and abilities. They are children who have a hard time in school, because even if they study or work they do not arrive, they have a hard time understanding and understanding the classes, they need more time, and all this directly affects the concept they have of themselves, (I am silly, it's the most repeated phrase). So the support of the family and the appropriate intervention of professionals and the school is fundamental.