Program ROPRATEM
Program for the development of work tempo for preschoolers, schoolchildren, students, and adults.
About the program
"RoPraTem (Development of Work Tempo) primarily helps children with a slow work pace and learning disorders. It strengthens individual functions, cooperation between brain hemispheres, and the training of effective strategies for task-solving. The authors are Mgr. Iva Kopecká and Mgr. Dagmar Žeňková, who created it based on their extensive experience in educational and psychological counseling."
Regarding the program, the authors mention:
„ During our long-standing pedagogical practice at the PPP in České Budějovice, we quite often encountered children who, during dictations, struggle to apply spelling rules quickly enough (although they have a good understanding of them orally), they can't keep up with transcribing supplementary exercises in mathematics can't manage to solve all the examples, and in assessments from other subjects, they usually leave the last questions unanswered.
These children then gradually lose motivation for schoolwork and find learning to be unnecessary. Due to their slow work pace, they cannot fully utilize their abilities. Based on these experiences, we began working on the ROPRATEM program.„
Who is the program designed for?
The program is designed for everyday three-month individual work of child working at home under the guidance of a parent or another adult, following all instructions. The advantage is" the individual form of the program – the child is not exposed to competition, comparison, stress, feelings of being slow, or not keeping up.
The goal of each worksheet is to complete the task correctly and as quickly as possible. However, the child only 'competes' with themselves. The difficulty of individual tasks increases.
The program can be completed by a parent and the child alone, without my assistance.
If we agree on a joint consultation, its goal will be to find a way to meet expectations, ensuring that completing the program achieves acceleration of work, as well as improvement in concentration, more carefully conducted checks, better understanding of tasks, and so on..
The course take place 3 months, and we start with introductory consultation, where we assess the child's work pace, we'll attempt to solve tasks from the program as a trial. The program includes entry and exit tasks, as well as monitoring tasks given during the program (in a joint consultation). These tasks serve to provide information on whether the child's work pace and accuracy are changing.
By practicing
it develops
- Understanding written text "(simple and cumulative instructions and their precise adherence)"
- the ability to organize one's work
- logical thinking (the ability to deduce the solution algorithm)
- concentration and attention
- visual discrimination
- visual and partially auditory memory
- intermodality (the ability to switch between different ways of perception) – replacing the original task with different symbols, numbers, letters
- seriality (working with sequences) – tasks in which the child follows a procedural algorithm (maintains a given sequence of symbols, numbers, letters)
- spatial perception – for example, working with arrows or spatially represented symbols
- graphomotor skills – precise lines and readability
- selfcontrol – targeted training for self-monitoring of work
Small
ROPRATEM
The program is designed for for preschoolers and students in the 1st and 2nd grades of elementary school. It can also be used for children with delayed school enrollment. It´s based on supporting seriality (working with sequences), intermodality (switching between individual senses), and visual discrimination (shapes, colors, quantities, etc.).
The aim of the training is to support the child's abilities and reinforce existing skills, ensuring that tasks are completed with the highest possible quality, working with symbols, and self-control. The material also includes repetitive tasks to assess improvement in different types of activities and whether the child has accelerated their work.
The child completes one task every day, and alongside self-control, parents guide them towards self-reflection. Regular activity improves their concentration.
Alongside the intended development of abilities and skills necessary for successful schoolwork, practise can further positively influence understanding instructions and compliance, the ability to organize one's work, the level of visual memory, spatial perception, graphomotor skills, and visuomotor coordination.
"Both programs can be completed by a parent and the child alone, without my assistance."
The goal of consultations between me and the parent is to find a way to meet expectations, ensuring that completing the program achieves acceleration of work, as well as improvement in concentration, more carefully conducted checks, better understanding of tasks, and so on.