 Under the course of trends and issues in early childhood education, we were discussing individualized instruction and now we will see what may be the teaching strategies for individualized instruction. So it is imperative that teachers know individual children's interests, cultures, values before determining the best way to create learning opportunities. When we teach children individualized instruction or individualized instruction, we try to understand the children well. What are the values of their culture and background? And then what are their interests? We have discussed that we need to know the children first, then we can give them individualized instruction. So we are saying that there are seven such techniques through which those children who are a little problematic or have a little distance from other children or have some deficiencies or problems, we can guide them in a better way. First of all, there is a comment about an event. Those children who do not like to speak, either you have an event or celebrations or a game, whatever the phenomena is, then the educator will comment on the child and the child will respond to it. In this case, they will speak. Then we see that the child has given a statement saying that this is an apple. So you say yes, it is a green apple or a red apple, so very delicious. So you extend the same thing so that some more people speak or add to its vocabulary. Then it is also that you do something unexpected in front of it. For example, you wear a cap on your foot, which is trying to put you on your head, talking about a doll. So if he thinks that this is not right, that he is doing something wrong, then he will try to talk. Then it can also be that you give him a toy and it is not complete. Then he will ask for more. If you have given him a car, then he can talk about a track or you have given him a ball, then he will talk about space. So you have to give some things like if you are giving blocks, then there is no block in between. Then the children will ask where this block is. So you are giving him something to say, to think and to interact with yourself. So that when he will interact with you, then he will come in front of him openly, which is his problem. And his mental level will also be high on you. You will understand that at this time what is the mental level. Then at some places you have to do something like when the child is not speaking, then block access. Which means that something is in front of him. A very attractive toy or a story book. But you are not giving it to him. You tell him that you want a story book. He says yes, but you have not given it to him yet. Then she will talk again and again. You know the child, they play a little bit. So you have to tell him that you give me access. Or the child will ask you to give me access. So in this way, it can also be that you keep some options in front of him. Some different activities or some different toys. The child will select himself out of those choices. Then you can also ask him the reason. Why do you want this? Why do you want to play only with the flag? Or why do you want to build a house? Why do you like it? Why do you want to build it? So then she will talk. Then make a direct request to say or do something. And sometimes it happens that many times children do not initiate themselves. They are not able to speak to themselves or do something to themselves. Then you can also request that you make a building with these small blocks. Or you make a car. Or you draw and show me. Or you draw a home. Or you make an apple. So in this way, you say something to yourself. You demand something. You force the child to act softly. Or do some activities. So that you can understand what he is thinking at this time. And what is his mental level.