101 Offline Activities You Can Do With Your Child by Steve Bennett, Ruth Bennett

By Steve Bennett, Ruth Bennett

Here's a short outing that everybody on your relations will get pleasure from: disconnect from the web, positioned away your electronic toys, and prepare for a few reliable out of date enjoyable. Even 20 mins an afternoon might be rejuvenating for you and an effective way to hook up with your kids. In "101 Offline actions you are able to do along with your Child," you'll locate actions that faucet the main complex microprocessor -- the single in the back of the ears. better of all, you are able to do many of the actions with very little guidance!

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CEREBELLUM Controls coordination of movement Structures and Functions of the Central Nervous System 1 2 4 3 5 6 7 8 9 Page 31 Piaget’s Theories Simplified N o t e s Llorens addresses the areas of sensory input and follows it through the neural pathways to the desired motor output, thus creating a functional feedback system so a specific act may be not only repeated but modified and expanded upon to be utilized in more complex situations. This consistency cannot be regarded as coincidental when superimposed upon a basic neurological model, which can also be grouped into four areas: (1) central nervous system, (2) peripheral nervous system, (3) sympathetic nervous system, and (4) parasympathetic nervous system.

The average child with a learning disability is too “smart”for services and too “problematic”for systems that teach to the mean majority. Page 56 Learning Re-enabled • Teach your child to stand his ground. If something doesn’t sound right to him, he DOES NOT have to accept it without checking with you. He can always call you to ask you if something sounds or feels right. N o t e s • But if the IEP team writes it, they must do it. No alterations, changes, or modifications can be made by them without your prior knowledge and approval.

Moore’s work with neurodevelopment answers many of the questions of how and why specific responses are often elicited from children exhibiting discrete clusters of cognitive-motor performances. Text continues on page 32 Page 29 Piaget’s Theories Simplified N o t e s 1. 2. FRONTAL LOBE Planning Expressive speech Speech Movement Understanding the Central Nervous System 2. 1. PARIETAL LOBE Touch Taste 4. 3. OCCIPITAL LOBE Sight 4. TEMPORAL LOBE Receptive speech Page 30 3. Learning Re-enabled N o t e s 1.

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