Myofunctional scanning kit
Aprender es modificar o adquirir nuevas habilidades, destrezas, conocimientos, conductas y valores mediante la experimentación, el estudio, la observación, el razonamiento o la instrucción. Múltiples y variados juegos disponibles hoy en día, desde los más clásicos hasta los más innovadores, pueden ser grandes herramientas para construir una variedad de aprendizajes: lectoescritura, matemáticas, razonamiento y resolución de problemas, etc. aportando motivación e interés a los jugadores. Más allá de la estimulación de las inteligencias múltiples, fomentaremos la autoestima, incentivaremos la cooperación y el trabajo en equipo y mejoraremos el comportamiento y la actitud, entre otros muchos aspectos.
Auditory Memory Caterpillar
29,90 € (VAT not included)
Neurología para el logopeda
Sold out (VAT not included)
Programa de Habilidades Metafonológicas. Actividades de segmentación para la lectura
17,31 € (VAT not included)
Learning to infer MAXI
38,00 € (VAT not included)
Smooth teether - tubular
9,90 € (VAT not included)
Kaleidos
Sold out (VAT not included)
Rhino Hero - Super Battle
21,45 € (VAT not included)
| Subtotal | 128,73 € |
|---|---|
| Shipping | |
| IVA 4% | 1,59 € |
| IVA 21% | 11,92 € |
| IVA 10% | 3,22 € |
| Total | 145,46 € |
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For those who have ever played "Tutti Frutti", this book-game will be very familiar! From the crossing of a letter and a poetic theme, multiple "word" possibilities will emerge. Add one of the 5 "game modes" and get more than 2,000 possible combinations to find words!
These are some of the forms of play we thought of, but you're sure to discover many more!
Separate the deck into three groups of cards: Letters (29), Themes (15) and Modality (5). The player who starts the round chooses a card from the Modality deck, which will determine the way to play that round. Then he chooses a card from the Letters deck and finally a card from the Themes deck.
The objective of the game is to draw or represent words with a given letter and theme in mind.
Each game mode brings a different score.
You will find more than 2,000 possible combinations!
Recommended age: 8 to 99 years Number of participants: 2 to 6 players Estimated time: 20-40 min. https://staging.logopedicum.com/wp-content/uploads/2021/04/palabrerio-247x223.png 16.38 instock 6 – 9 years9 – 12 yearsAGEAlso for adultsAreas of DevelopmentBoard gamesFamily gamesGAME TYPEGAMES AND TOYSHearing and languageLANGUAGELanguage gamesPhonetics and phonologySemanticsTravel toysTYPE OF TOY 0 0.00 0 https://staging.logopedicum.com/wp-content/uploads/2021/04/palabrerio-247x223.png 24493048180250749254154250380 16.38 15.75 0.00 0.00 2021-04-12T16:21:56+02:00Fun resource to become familiar with and work on emotions from a very young age. Different pieces or blocks with various characteristics represented: emotions, hair, bodies,... can be interchanged to create multiple characters endowed with personality. There are more than 100 possible combinations! This material allows to work, from the age of 2, the recognition of facial gestures, the identification of basic emotions, the capacity for empathy, learning values such as tolerance, racial diversity,... as well as encouraging and increasing specific vocabulary.
The game contains 6 characters (with interchangeable head, hair and body parts), activity cards and a didactic guide to share hours of play and emotions with the family.
This game has been awarded by the Spanish Association of Toy Manufacturers with the Best Toy 2015 award in the category of Games.
[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][woodmart_title woodmart_css_id="645bcd50e91d2" title="BLOG | MUNDO LOGOPEDICUM" woodmart_empty_space="" responsive_spacing="eyJwYXJhbV90eXBlIjoid29vZG1hcnRfcmVzcG9uc2l2ZV9zcGFjaW5nIiwic2VsZWN0b3JfaWQiOiI2NDViY2Q1MGU5MWQyIiwic2hvcnRjb2RlIjoid29vZG1hcnRfdGl0bGUiLCJkYXRhIjp7InRhYmxldCI6e30sIm1vYmlsZSI6e319fQ=="][/vc_column][/vc_row][vc_row][vc_column width="1/2"][vc_column_text woodmart_inline="no" text_larger="no"]https://mundologopedicum.com/para-saber-mas/las-competencias-emocionales/[/vc_column_text][/vc_column][vc_column width="1/2"][vc_column_text woodmart_inline="no" text_larger="no"]https://mundologopedicum.com/para-saber-mas/5-juegos-para-trabajar-las-emociones/[/vc_column_text][/vc_column][/vc_row] https://staging.logopedicum.com/wp-content/uploads/2015/09/emotiblocks-1-247x300.jpg 18.76 instock 3 – 6 years6 – 9 yearsAGEAreas of DevelopmentCOGNITIVE AND EMOTIONAL DEVELOPMENTCommunication and pragmaticsDolls and stuffed toysEmotion managementEmotional educationGAMES AND TOYSInclusive toysLANGUAGETYPE OF TOY 0 0.00 0 https://staging.logopedicum.com/wp-content/uploads/2015/09/emotiblocks-1-247x300.jpg 48180250608254147250604250807 18.76 15.50 0.00 0.00 2015-09-21T11:46:28+02:00This giant skewer helps the recognition and management of emotions. Playing individually or collectively, they are reflected upon and discussed. Being able to manipulate and assemble your own skewer, as if they were ingredients, make this game a fun and dynamic resource that helps us to recognize and understand up to 10 different ones. Several game modes are described in the didactic guide.
1 skewer, 1 base, 10 blocks or ingredients, 20 stickers of emotions, 10 game cards, 1 poster and 1 didactic guide. Height: 50 cm
Language learning normally takes place through communicative interaction between a child and a speaking environment, based on cognitive and physiological skills that determine the pace of development.
This interaction, which is characterized by a reciprocal adaptation of messages and utterances, is sufficient and necessary for the normal development of language to take place to its full extent.
However, there are cases of speech and/or language delays or absences, in which intellectual, sensory, structural or affective deficiencies prevent the full use of these real communication situations which, on the other hand, given the little success they obtain, are often also less stimulated by the environment.
It is then necessary to program a specific intervention, the speech therapy intervention.
Although such intervention should try to catch up as much as possible or correct defects starting from operative situations of communicative interaction (functional strategies), it is often necessary to carry out prior or parallel work of stimulation and specific learning of isolated elements, either in the phonetic aspect, or in the semantic or syntactic aspect (formal strategies).
These specific stimulation or learning exercises, programmed outside communication situations, run the risk of lacking motivation for children and tiring them out because of their highly repetitive nature: this is why re-educators have always made use of a motivation parallel to the learning itself, by including it in a play situation.
The games presented here are only intended to provide speech therapists with training material, long used before in speech and language re-education, focused more directly on those aspects that generally require a more or less long phase of repetition to achieve their definitive acquisition or in which the graphic representation allows a better understanding of the mechanisms that we are trying to re-educate or build.
They are not at all a learning method; neither are they the way to start the presentation of the linguistic contents they use: this presentation must start, in all cases, from an insertion in the communicative chain of which the children themselves are an active part.
They constitute one more material, an aid for a process of stimulation and model setting, necessary in many cases, and each professional will have to interpret and adapt it to his or her own methodological and situational variables.
https://staging.logopedicum.com/wp-content/uploads/2021/12/Nuevo-Loto-oficios-247x300.jpg 11.99 instock BooksHearing and languageLANGUAGESemantics 0 0.00 0 https://staging.logopedicum.com/wp-content/uploads/2021/12/Nuevo-Loto-oficios-247x300.jpg 254171253956253944138088254147 11.99 11.53 0.00 0.00 2021-12-16T10:04:07+01:00However, they affect a significant number of children with pervasive developmental disorder, a pragmatic language disorder (or semantic/pragmatic syndrome) or certain forms of mental impairment.
From their clinical experience, the authors review current concepts about these disorders, describe and analyze the symptoms and propose intervention programs and techniques for both schools and families.
Text in Spanish. https://staging.logopedicum.com/wp-content/uploads/2022/01/Ninos-con-trastornos-pragmaticos-del-lenguaje-y-la-comunicacion-247x300.jpg 13.00 instock BooksCommunication and pragmaticsHearing and languageLANGUAGE 0 0.00 0 https://staging.logopedicum.com/wp-content/uploads/2022/01/Ninos-con-trastornos-pragmaticos-del-lenguaje-y-la-comunicacion-247x300.jpg 24510623281225038048180254171 13.00 12.50 0.00 0.00 2022-01-21T14:09:18+01:00This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.
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