Social Welfare Department

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• Social Welfare Department
• Clinical Psychological Service Branch
• Central Psychological Support Service
• Staff Training for ICCC
• Topic Training Strategies (2)

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Content

• Promoting Cognitive Skills
• Application of Cognitive Theories
• Piaget
• Vygotsky
• Information Processing
• Promoting Language Communication Skills
• Promoting Social Emotional Skills

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Promoting Cognitive Skills
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Piaget

• Searched for a systematic pattern in the
  production of childrens errors and worked
  towards logically, internally consistent
  explanation of childrens errors
• Studied thought and language in preschoolers and
  early school-age children. Believed that
  intelligence arises progressively in the babys
  repetitive activities
• Described how concepts of space, time, causes,
  and physical objects arise in development
• Investigated the beginnings of fantasy and
  symbolism in infancy

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Stages in theories of development
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Piagets stages of development
Mechanism of change adaptation (Assimilation
Accommodation)
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Educational Implication

• Provide preschoolers with problem-solving
  activities in classrooms. Puzzles, simple
  scientific experiments, quantifying and counting
  games, blocks cooking etc.
• Create elaborate dramatic play centers in
  classrooms and include realistic and nonrealistic
  props that allow children to play out real
  experiences in their lives.
• Ask distancing questionsquestions that encourage
  children to think about persons, objects, or
  events that are not immediately present.

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Educational Implication

• Provide sensory experiences include touch,
  examine, and experiment with concrete objects
• Abstract learning experiences, such as
  rote-memory math or reading exercises or "sit
  still and listen" instruction, should be avoided.
• Errors and misinterpretations of the world should
  be accepted.
• Take great care in explaining phenomena to
  children through engage children in discussions.
  Opportunities to observe natural phenomena should
  be provided.

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Educational Implication

• Simple problems should be posed to help
  preschoolers think about more than one object,
  event, or person at a time.
• Ask questions or make comments that induce
  children to think about more than one attribute
  at a time.
• Provide activities that prompt children to
  reverse their activities.
• Provide activities that allow them to act upon
  objects and observe results such as blowing balls
  through a maze, rolling toy cars down a ramp

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Educational Implication

• Ask causal questions "What happened when you? .
  . ." "What would happen if you? . . ." "What can
  you do to make . . . happen?"
• Plan classroom experiences in which preschoolers
  take the perspectives of others such as guessing
  games that require children to give clues to help
  other players guess an object or person promote
  perspective-taking.
• Provide dramatic play, in which children must
  assume the roles of others.

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Educational Implication

• Assist preschool children in reflecting on their
  own feelings and those of others particularly in
  real social problems
• Help children think about intentions and motives
  in real-life conflicts
• Provide activities that encourage children to
  remember objects or events.

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Educational Implication (children with special
needs)

• Provide simpler materialsbasic pounding,
  noise-making, or causality activitiesthat are
  designed for much younger children.
• Place simple play props (????)dolls, dishes, and
  toy telephonesnear more complex thematic play
  materials in classrooms to engage children with
  cognitive impairment.
• Moderately stimulating toysthose that are
  colorful, make noise, and are texturedcan be
  provided to capture and hold the interest of
  children with mental retardation.
• Novel (??) objects can be provided when this
  interest in more familiar materials wanes.

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Vygotsky

• Social and cultural factors are important in the
  development of intelligence
• Close link between the acquisition of language
  and development of thinking. Language is a tool
  for thought and problem solving.
• Gave prominence to the importance of social
  interaction in development as it influences
  language and thought
• Does not deal with fixed stages of development
  but describes leading activities typical of
  certain age periods around which intellectual
  development is organised

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Vygotskys Zone of Proximal Development

• Refers to the distance between the childs actual
  point of development and what the child can
  achieve with assistance.
• Assistance occurs through
• Parents
• Teachers
• Capable peers
• Play

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Educational Implication

• Provide assistance of learning through
• Prompts
• Clues
• Modeling
• Explanation
• Leading questions
• Encouragement
• Joint participation
• Scaffolding

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Information Processing
Attention
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Information Processing

• Limited capacity of the mental system poses
  restrictions in the flow and processing of
  information.
• A control mechanism is required to oversee
  encoding, processing, storage and retrieval of
  info.
• Two-way flow of information - use information
  from both gathering through the senses (bottom-up
  processing) storing in memory (top-down
  processing) .
• Human organism has been genetically prepared to
  process and organize information in specific
  ways.
• e.g. infant is more likely to look at a human
  face than any other stimulus and the field of
  focus is 12 to 18 inches.

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Educational Implication

• Gain attention of children
• Use cues to signal when you are ready to begin.
• Highlight interesting feature or known pattern
  learnt before.
• Make eye contact with each student and use voice
  inflections.
• Bring to mind relevant prior learning.
• Have a discussion about previously covered
  content.
• Review previous day's lesson.

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Educational Implication

• Point out important information.
• Write on the board.
• Provide handouts
• Present information in an organized manner
• Show a logical sequence to concepts and skills.
• Go from simple to complex when presenting new
  material.
• Show students how to categorize
• Present information in categories, sequence
  (chronological cause/effect building to climax)
  and with relevance to life experience

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Educational Implication

• Provide opportunities to elaborate on new info
• Connect new info to something already known.
• Look for similarities differences among
  concepts
• Provide for repetition of learning.
• State important principles several times in
  different ways
• Have items on lesson from previous one
• Schedule periodic reviews of previously learned
  concepts skills
• Provide opportunity for overlearning of concepts
  skills.
• Use daily drills for arithmetic facts.

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Educational Implication

• Use different memory tactics to facilitate recall
• imaging -- creating a mental picture
• method of loci --ideas or things to be remembered
  are connected to objects located in a familiar
  location
• pegword method (number, rhyming schemes)--ideas
  or things to be remembered are connected to
  specific words (e.g., one-bun, two-shoe,
  three-tree, etc.)
• Rhyming (songs, phrases)--information to be
  remembered is arranged in a rhyme (e.g., 30 days
  have September, April, June, and November, etc.)
• Initial letter--the first letter of each word in
  a list is used to make a sentence (the sillier,
  the better).

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Promoting Language and Communication Skills
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Naturalistic Teaching

• Naturalistic teaching is language instruction
  that occurs in informal settings such as in the
  home or classroom.
• This instruction takes place in daily routines
  and activities
• Characteristics
• topics of conversation are child initiated and
  follow the childs interests.
• continuation of the child-initiated activity and
  the topic of interest are the natural
  reinforcements for communication.

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Milieu teaching (????)

• a strategy in which adults such as parents and
  teachers deliberately arrange the environment to
  encourage a childs language and development
• adult follows the childs interest teaches
  lang. by providing specific prompts, corrections,
  reinforcements for the childs responses..

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Milieu teaching

• Attend to childs choice of a toy or activity,
  request a response from the child about the
  activity, provide a model to imitate, and give
  the child the toy or material of interest.
• Constant Time Delay
• Use a time delay look at he child expectantly
  or questioningly for 5 seconds.
• The delay gives child time to respond before
  adult provides a model of appropriate lang.
• May repeat the model twice, each time waiting for
  the child to talk before giving child what he/she
  wants.

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Milieu teaching

• Incidental teaching
• procedure requires that child initiate a topic
  of conversation adult converse about the topic.
  
• Adult follows childs lead only stays with the
  topic as long as the child is attentive.
• By talking in short, simple sentences and by
  repeating often, adults can stimulate the
  language development of the child during daily
  routines.

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Naturalistic Teaching

• Responsive Interaction (?????)
• Corrective echoing (?????)
• Expansion (??)
• Expatiation (??)
• Parallel Talk (????)
• Self-talk(??)

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Other Language Intervention

• Behavioral Techniques for Language Development
• Classroom Interventions
• Activity-Based Intervention
• Peer-Mediated Intervention
• Parents as Language Trainers

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