* SFM GRADE 6 students, (Learn-To-Swim graduates under the age of 4), may not progress in Stroke Skill Development as quickly and with as much refinement as students who are older.
* Therefore, blend in time at this level helping them learn non-swim educational skills & other useful lessons that all fall under the heading of “LEARNING HOW TO LEARN.”
* ONE-TO-ONE CORRESPONDENCE is a foundational math skill for preschoolers …and they learn that the number goes with the object, or the number goes with the time.
* … so you can ask them how many Train Whistle Pulls they want or assign them a certain number of points for a good swim. Then help them count that exact number as they “toot their horn.”
* When they count “1, 2, 3, 4, 5, 6, 7, 8, 9, 10”, they first learn it by rote memory. They are just learning THE SEQUENCE OF NUMBERS or SEQUENCING….not the significance of each number.
* Many young children have memorized the number words in the proper order, but sometimes do not yet understand the concept of one-to-one correspondence. For example, they might say “1,2,3,4,5″ but skip an object. Or, they count an object twice.
* When teaching an actual lesson… divide up these ideas of teaching math skills as a series of short rewards throughout the lesson… or throughout a series of lessons.I am not suggesting that you take this much time for it during one single lesson.
* These young pool prodigies typically need frequent reward breaks while repetitively practicing their stroke drills. It is ideal if you can link activities like this with what they are practicing in the pool… like counting their laps with the number of puzzle pieces they put on the board or with beads on a counting frame.
* Notice that Eli accidentally misscounted on the ONE-TO-ONE CORRESPONDENCE game of matching the count with the object. This is an example of the usefulness of this activity.
* Interaction like this will enhance your relationship with the child. Preschoolers enjoy this subject and think of it as play, so they are happy to have this as a reward for good swim lesson effort. They also love to show-off how SMART they are.
* When you praise them for it, you build their self-confidence and self-esteem. The positivity from this will help in your efforts to inspire them to cooperate with you when you teach them swim skills, as well.
* If the kids can stay engaged and focused on learning during their breaks, it will be easier to reel them back into the next swim drill you ask them to do. Play activities like jumping and sliding are good, but they can also be distracting to the structure of the lesson. It would be wise to save activities like that for the end of a good lesson.