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Hi Sowjanya Penmetsa – There are different purposes for using flashcards in early learning.
1. Speed play – for brain activation
2. Dots – for math
3. Words – for reading
4. BOI and POI – for general knowledge
You can also read more about it here…
The Purpose of Flashcards in Early Learning
In the weekly lessons, the speedplay section is set up for brain activation. However, I think your intention is to teach knowledge, so breaking up the sets into 15-20 cards a day as you are doing is great. You do not have to cover all the cards from the Speed Play section when teaching knowledge. Pick the topics that you want to focus on or that are in line with your child’s interests and leave the other topics for another time.
The purpose of exposing material to your child at this early age is to provide the foundation for future learning in school. Whatever your child learns now, even if it cannot be actively recalled, will remain in the brain’s subconscious. When your child encounters these subjects again in the future, the learning becomes faster and the understanding deeper compared to a child that has never seen the material and is learning for the first time.
Hi Pruthivni,
Have you seen the abacus flashcards? You can start by flashing them 10 at a time up to 100, to teach your child the abacus configuration for each number. It is important for your child to be able to image the abacus in the mind because this is how they will use it to calculate later – what they see is the image of the abacus in their head.
I don’t know the full method for teaching abacus, but I know it is important to be able to see it in their minds because they use an imaginary abacus to perform mental calculations.
The abacus flashcards are here – Math Flashcards.
Give me a bit of time, and I’ll try adding the math equations as well – similar to the dot program.
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Hi Nandini Devru – I have used both physical and digital cards for my own kids when they were little. I don’t believe there is any difference in efficacy. It is just two different ways to do the same thing and one is not better or worse than the other.
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What I have found for some parents is that their children sometimes prefer one format over the other. Some parents feel their child prefers physical cards and others say it has to be digital. Some find that both work equally well (as it did for my own children). So it really depends on your child’s personal preference.
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Probably the most important consideration for RBE is being able to connect with your child, and to maintain their attention and interest to learn. Sometimes this means having to do things slightly differently and that’s okay. We need to do what works best for our children and if it isn’t the same as the way others do it, does that really matter? At the end of the day, what we want is for it to be effective.
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When considering options, my primary question will always be this: what works better for my child? I hope that helps.
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Hi Sowjanya Penmetsa – those are the category titles to show that the ones that come after that page are all part of the same type of invertebrates. For instance, Amoeba, Paramecium, Euglena are all Protozoa which are single-celled micro-organisms and are microscopic.
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The information about the body parts was included to provide more detail. It can be said or it may be omitted depending on how much your want to teach. For speed play, you may flash without saying it so you can flash more quickly. When you repeat the cards to teach knowledge, you can say it as you introduce them – these are protozoa. They are single-celled micro-organisms and are microscopic. Some examples include: Amoeba, Paramecium, Euglena…
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Hi Jaya – you can start right now. Right Brain Education classes usually begin from 6 months onwards.
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Doman Reading and Math flashcard programs can even begin as early as 3 months.
This is a good age to start because your child is developing quickly. Your baby will be curious about the world and will be eager to learn.
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Preeti Gupta – I generally prefer to do as you have (20 words, 3x daily for 5 days then change). You can then repeat everything from the beginning once you have cycled through the entire series of words.
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For example:
Week 1 – word set A
Week 2 – word set B
Week 3 – word set C
Week 4 – word set D
and so on…
Week 26 – word set Z-
When you have completed all your sets, go back to word set A and repeat again.
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This method of review follows a method of teaching called “Spaced Learning” that has been proven to be quite effective for children’s learning.
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You can choose to follow Doman’s outline as well however, I personally found it to be a tad too repetitive for the child. Some children got bored of seeing the same words too many times. The thought behind this might be because Doman’s program was initially created for children with brain injuries. When it was found to be so effective that it helped them catch up, Doman decided to try the program on regular children. It is possible that the extra repetitions were necessary for children with learning disabilities but this is speculation only.
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Thanks Shen-Li Lee , I forgot to mention one thing that I m showing all 20 new words 3 times a day for 5 days. And then retire all 20 cards and introduce all new 20 word cards for next week. Yes my son shows interest. I am not retiring 1 card from each set and also I show all sets in one go I know it’s not as per doman but this way it’s easy to retire and track. Should I go as per doman only?
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Hi Preeti Gupta – Yes, what you have described is fine. If you can maintain your child’s attention and interest, you can also begin to add in another language in the same way. For greater success, your other language should be one that is used at home as well.
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Hi Lavish Kashyap – this is the best page to start with:
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Specifically, you can review the guidelines for RBE practice here:
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Weekly Lesson Plans are listed here:
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And supplementary activities here:
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Hi Nandini – a good pace would be about a second a card or as quickly as you can without compromising accuracy. If you’re stumbling on your words or fumbling with the cards, then slowing down a little would be better.
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The other method would be to start with ten cards, then put it away. Do the next 10 cards. Put those away. Do the next 10 cards. Put those away. So keep going 10, 10, 10. When you reach the fifth set of 10 cards, you can try 1 to 50 and see if she can still follow. Then move on to the next 10 cards (cards 51 to 60), then 61 to 70, then 71 to 80, then 81 to 90, then 91 to 100. Then see if she can do 1 to 100; or even 51 to 100.
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18 months is very young, so you are right, it is difficult for her to sit through so many. Break up the cards in a way that will help you cover them bit by bit. From time to time, you can review the ones you did before.
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From Guduri Alekhya:
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repeating the same story everyday with so many cards , won’t it be too boring to the child? I started with 5 cards and now I am doing 10 cards….
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Next when I want to introduce the next 5 cards, repeating the story from 1-15 again and again , won’t it be too boring? My child won’t sit through at al
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Hi Guduri Alekhya – on the linking memory page (https://rightbrainchild.com/2020/06/19/activity-memory-train/) I have written about two methods for doing linking memory – sequential and random.
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These terms are my terms and I use them to differentiate the two.
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Sequential linking memory is the method you are using – the one with the rabbit story. It follows the same story and the same cards shown in the same order. Normally, we begin by showing say 10 cards. Just show the cards and tell the story. When that becomes familiar, you can add on more cards. Children can follow along and tell the story or they can just listen. Even if they don’t tell the story and just say the word of the picture, that is fine too. The idea is to keep going until your child can remember the entire sequence of cards. In some right brain classes, they stop at 100 cards. Shichida speaks of 1000 cards which is why I have included a story with 1000 cards.
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Random linking memory involves using the method of creating a crazy story to link a series of cards with random pictures. This will change every time you play the game. You will shuffle the cards before each play and you will need to make up a story each time relating to the cards you see. With very young children, like your child, we start with 3 cards. Let’s say the cards you show happen to be a sun, an ice cream, and a rainbow. You could create the following story to link the three pictures:
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One day there was a SUN that was so hot that I wanted to bath in ICE CREAM to cool myself down. But the ice cream melted away and became a big river of RAINBOW colours.
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The idea is to create a ridiculous story – the key here is ridiculous. The crazier it is, the better, because that makes it easier to remember. After telling the story and showing the pictures, you can turn them over. Then you can play a game with your child where you ask say, “where is the ice cream?” And see if your child can point to the right card. Give your child a moment but if she doesn’t want to answer, you can say, “Mummy thinks it’s this one!” And open the card to show what it is. Even if your child chooses and gets the wrong answer, you can say, “Good try! It’s this one!” Make it fun. When three cards become too easy, make it four cards. When four is too easy, increase it to five. And so on.
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Both methods for linking memory are fine. I included them both because each one has its merits and is good for developing different kinds of memory. You can choose to do only one or you can do both – it’s up to you.
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Hi Mas – This is actually a misconception. There is plenty of research to confirm that children learning two languages can actually learn at the same pace as children learning one language.
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There is a range between when children first start speaking and it varies from child to child. Just because one child starts speaking later than another child does not mean it is a language delay.
A language delay is usually related to a learning disability or developmental language disorder. They can occur in any child whether they are learning to speak one language or multiple languages. It has nothing to do with learning more than one language.
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Hi Apeksha Jangde – In answer to your questions…
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1. There are two different methods of practicing linking memory. For lack of better terms, I have called them “Ramdom Linking Memory” and “Sequential Linking Memory”.
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Random Linking Memory (RLM) is the method described in “Working with younger children”. The pictures are different each time and a new story must be created.
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Sequential Linking Memory (SLM) is the method with the 1000 cards where the pictures are always in the same order and the story used is always the same. When we talk about “The aim is to practice until you can remember all the cards in the correct order”, the reference is to SLM method.
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There are benefits for working with both methods as they each train different types of memory. Most simplistically, RLM is shorter-term and SLM is longer-term.
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SLM is the method described by Shichida. RLM is the method practiced in Heguru. Although Heguru also uses the Peg Memory as a form of SLM (but only up to 100 cards).
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The benefits of RLM – having to be wildly creative to come up with a crazy story that links the pictures. Remembering something novel and different and on the spot requires significant memory power and is good training.
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To use analogies, RLM is like a HIIT workout for the brain. SLM is like running long distance.
At 10 months, you can practice both methods. SLM can be shown like a flashcard story. Your child will still remember the story and the pictures but it will be more difficult to test how much is recalled because that requires output which is harder at 10 months.-
2. I think part of this is already covered above. But yes, if you start now, you will definitely see what she has remembered when she is verbal.
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3. Yes, it is recommended to do the SLM story like a speedplay activity.
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4. In Heguru classes for infants, mandala activity is done the same way as it is for classes with older children. Sensei will show the mandala and parents will fill in the colours and draw the image from memory. Infants are present to observe how the process works so that when they are older, they can do the same. It is learning through observation.
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The method you suggest is actually a really good idea as a means of making it more interactive and something a younger child can participate in, especially if your child is happy to provide the answers by pointing. If this works for you, I would encourage you to keep it up.
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5. Here are some toys I really like and recommend https://rightbrainchild.com/2021/07/19/toy-box/ although some may be a bit out of your child’s age range at the moment. The shape sorters, blocks, and activity box are definitely fair game.
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6. Not sure if you have read this post, but it’s a good place to start – https://rightbrainchild.com/2021/06/02/early-development-for-0-3-year-olds/
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I’ll PM you regarding your membership.
