I taught kindergarten for 16 years and was a district k-1 strategist for 2. I have a masters degree in curriculum and instruction from Dallas Baptist and a doctorate in early childhood studies with a minor in curriculum and instruction from the University of North Texas. I am currently working for Dallas ISD as a prek instructional specialist.
All the senses come into play in learning. In most classrooms, however, reading and lectures dominate instruction, engaging students through the linguistic mode. Learners also acquire and retain knowledge nonlinguistically, through visual imagery, kinesthetic or whole-body modes, auditory experiences, and so forth. Teachers can take advantage of all modes of learning by encouraging their students to make nonlinguistic representations of their thinking. These can take many forms. When students make concept maps, idea webs, dramatizations, and other types of nonlinguistic representation, they are actively creating a model of their thinking. When students then explain their models, they are putting their thinking into words. This may lead to new questions and discussions, which will in turn promote deeper thinking and better understanding.
We formed the letters of the alphabet in order to strengthen our understanding of the letters and their sounds.