How can parents improve the ability of special children to take care of themselves?

Training of self-care ability is an important part of rehabilitation treatment, and it is also one of the essential training contents for special children. It is the most basic ability for special children to survive, and one of their important abilities to adapt to society. Cultivating their self-care ability can also enhance children's self-confidence. So, how can parents improve their children's self-care ability?

Build children's self-confidence. Every child longs to be needed and recognized. If children do not do well or succeed, parents should not rush to blame them, but keep a calm mind. Encourage more, let go more, and according to the characteristics of children, from easy to difficult, from simple to complex, let children gradually participate in daily family activities, and gradually help them build self-confidence.

Demonstrate correctly. Children may have a weaker ability to learn, so don’t worry. Break each task into multiple small steps, demonstrate in person, and accompany them to complete each step until they can complete it independently. When children have mastered a skill, parents can gradually propose higher goals and requirements. Of course, don’t forget to praise and compliment them during the learning process.

Stimulate children's interest and do not force them to do things. Repeating a certain instruction will make children feel bored, so when parents are training their self-care skills, they should break down the tasks appropriately and set goals that children can achieve. At the same time, they can use picture books, music rhythms and other methods to stimulate children's interest and let them actively participate in it without forcing them. In this way, children can cooperate better and achieve twice the result with half the effort.

In order to cultivate the ability of special children to take care of themselves, in addition to training them to dress and undress, eat, and go to the toilet independently, they also need to undergo regular housework training. During the growth process, housework has a subtle influence on the development of children's behavior habits and sense of responsibility. Therefore, parents can also arrange housework for special children according to their functional conditions. Specific references are as follows:

2-4 years old: can follow simple verbal instructions, imitate actions, throw garbage into the trash can, organize toys and books, help adults get things and other simple housework.

At 4-5 years old, children can help prepare tableware, place dishes and chopsticks, put plates in the sink, prepare clothes for the next day, and put away towels and toothbrushes they have used.

5-8 years old, can master the skills of taking care of themselves, such as taking a bath, put away the dishes with the help of their parents, learn to clean, and clean their own room independently.

Let’s take a look at how to train them. 1. Eating training

(1) Drink water from a cup by himself. Let the child sit at a small table and first use a cup with two handles to train him to drink water by himself. First, help him hold the cup by himself, pass the cup to his mouth, tilt the cup slightly, pour a little water into his mouth, close his lips, and swallow the water. As the child's movements become more coordinated, gradually reduce the amount of help.

(2) Self-eating. Place bar biscuits or other solid food that children like in front of them. Food with a good smell is best. If a child with special needs cannot pick up biscuits by himself, you can help him put the biscuits into his mouth. When he has mastered this skill, parents no longer need to help him pick up biscuits.

(3) Eating with a spoon. Prepare a bowl or plate that is not easy to break and a spoon that is easy to hold for the child. The parent sits behind the child near the spoon holder, holds the child's wrist, scoops food out of the bowl with the spoon, and passes it to the child's mouth, reminding him while passing it: "Open your mouth and eat!" Then let go of the child's hand and let him put the spoon into his mouth by himself. Pat his wrist lightly, let him purse his lips, then take the spoon out of his mouth, and then help and guide him to put the empty spoon back into the bowl and dish, while reminding him to "scoop another spoonful."

(4) Using chopsticks. You can prepare a pair of special children's chopsticks for him. He can start with children's learning chopsticks and then gradually transition to ordinary children's chopsticks. When training on picking up objects, you can first choose some slightly larger, non-slip foods that are easy to pick up, such as meat slices, cauliflower, etc., and then pick up other foods after he becomes proficient. You can also play some chopstick games on weekdays, such as using chopsticks to pick up sponges or small paper balls, so that he can practice the skills of using chopsticks in the game.

2. Toilet and stool training If the special child cannot speak, parents can guide the child to express the need to urinate or defecate with gestures or expressions. Once the child expresses the need to defecate, he should be taken to urinate or defecate immediately. When going to the toilet, say words and phrases related to this action, such as "Baby urinates, so good." When the child does not do well, parents should not scold him too much, but should master the rules of his urination and defecation. Praise him for every successful expression and give him rewards. If he wets his pants, do not punish him, but wait a while before changing his pants. At the same time, when emphasizing the need to urinate or defecate, tell the adults or teachers that for children who have not yet formed the habit, it is necessary to estimate the time for him to urinate, and let him sit on the potty in advance, so that he knows that it is not good to wet his pants and he must express before urinating or defecating. When the child has finished urinating, let him know that he must wipe it clean before standing up, and then guide him to put on his pants and wash his hands.

3. Training in dressing and undressing (1) Dress with the help of parents. Put your hand up into the sleeve. When he tries to do it, praise him. If he cannot do it after the parents give verbal instructions, help him raise his hand to the sleeve hole. If he reaches his hand over, praise him. Repeat the above steps when putting on pants.

(2) Take off shoes and socks. First, put on socks that are slightly larger than the child's feet. Teach him to insert the thumb of one hand into the sock tube, pull it down to the heel, and use the other hand to pull the sock tip to take off the sock. The same is true for taking off shoes. As long as he can take off his socks and shoes, give him timely praise.

(3) Put on shoes and socks. For the first training, use looser, slightly larger shoes and teach the child to hold the shoes with both hands, put the foot into the shoe opening, then put the foot inside the shoe, and finally lift the heel. Then practice with shoes of the right size. As long as they can put the shoes on their feet, they should be praised. If the child has difficulty lifting the heel, the parent can help him lift it halfway and let him complete the rest of the action.

(4) Dressing. Let your child know that dressing is something he should do every day. Encourage him to dress himself and give him enough time to do so. You can first choose clothes with hoods and let your child put the hood on his head, and then practice putting his arms into the sleeves.

4. Washing and gargling training (1) Brushing teeth. First, teach your child how to put the toothbrush in his mouth and the correct brushing action. Then teach him how to squeeze toothpaste onto the toothbrush and finally teach him how to gargle. Every time he brushes his teeth, parents should demonstrate and let him imitate. Then, use words and gestures to remind him and encourage him to do each step well.

(2) Washing the face. Let the child learn to take the towel off the hook, turn on the faucet, put the towel in the water, take out the towel and wring it out, and wipe the face in five steps. The key is to wring the towel. Parents should first demonstrate to the child, then help him to complete it, and finally let him complete it independently. After washing his face, tell him to pour out the water and hang the towel back to the fixed place.

The famous educator Chen Heqin once said: "Whatever children can do by themselves, they should be allowed to do it by themselves." In labor, children learn, recognize, think, feel and act directly from their own labor experience, gain the most direct and real experience, and thus gain confidence and satisfaction. Parents should learn to let go and give children a space to develop.