Blending Teaching Approaches For the Early Learner
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Transcript Blending Teaching Approaches For the Early Learner
Blending Teaching Approaches
For the Early Learner
Perspectives associated with teaching the
Young Child with Development Delay
Presented By:
Kate Day
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Topics Of Discussion
Who is the YCDD Student
Play
Supporting a Developing Sensory System
Universal Behavior Supports
Creating Positive Behavior Support
Social Stories
Teach . Show. Practice
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Preschool students with YCDD:
Are children first
Have diverse strengths and needs
Most often need explicit instruction across
curricular domains
May be gifted academically or have mental
retardation
Will need specialized instruction in social skills
and communication
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Integrating Early Learning Experiences
Quality of Life Influenced Curriculum
Collaboration and coordination with all
parties involved including parents, teachers
and therapists
Child learning is embedded in all activities
throughout the school day
Use of a variety of instructional strategies
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Quality of Life Influences Curriculum
Life is the teacher, plan to help the child access their
world in the moment
Avoid teaching skill acquisition in a “clinical” way.
Playtime is supported and facilitated using a variety of
supports including visuals, imitation and social
reinforcement
Child choice and interests are incorporated into
activities
Same-Aged peers as a
Communication partner
Play partner
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Instructional Strategies
Visuals: Benefits all students. Use visuals to enhance directions,
become a voice for children with language delays, help children
orientate to their environment and create visual expectations.
Say what you expect (question vs. direction)
Model skill – “Look at me…now you try”
Pro-positive Demands and Feedback
“First/Then” or “When/You can” or “Go ahead and…then”
“That’s not quite what I am looking for” “Try it this way” “Almost”
“Let me show you again” and then prompt or guide for accuracy.
Motivating instruction:
Sing (the expectation)
Dance (out a string of instructions)
Clap (rhymes, imitation, teach opposites)
Jump (count, waiting, listening for directions)
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Child’s Work….Play
Current child development theory suggests that children
use play as a means of constructing knowledge and
values about their world. Through physical and social
interactions with their environment, foundations for
future learning are created.
Judith Vestal MA OTR
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Play with Me….Pretty Please
Child Perspective
Adult Perspective
Play is child’s work
Play Partner
The result of play is
Playing with a child
rounded development
Emotional
Physical
Cognitive
Social
An avenue for learning
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means:
You are emotionally
engaged and playful
Follow the child’s lead
Comment on what the
child is doing
Modeling for
expansion
Play Development Timeline
12-24 Months
Socially, children of this age enjoy playing alone. As they age, they
become interested in the play of other children but do not join.
The youngest members of this group still continue to play alone
with their own toys in their own way. As they get older, they will
join small groups of young children and use similar toys but will
probably not share or try to influence others play.
Older 3’s and 4’s are primarily concerned with doing their own
thing but like to do it as a group. They are beginning to share and
take turns, follow another play script but still hold on to their own
objectives and ideas.
This group prefers to play with others, though still takes a
break now and then. Cooperative play requires a little
organization and usually the child takes on oles with-in
their play group.
Solitary Play
24-36 Months
Parallel Play
36-52 Months
Associative Play
52-60 Months
Cooperative Play
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Kinds of Play
Active Play: running, biking, throwing, kicking…This
play helps physical development.
Creative Play: drawing, clay play, singing, music
making….Exercises small motor skills and
imagination.
Imaginative play: dress-up and make
believe…encourages problem solving, language
development and social skill development.
Nurturing Play: Playing with dolls/stuffed animals
…helps children develop emotionally and understand
their feelings and the feelings of others.
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Supporting a Developing Sensory System
Sensory Processing: The ability to organize and
interpret sensory information from the environment
and to use that information to make appropriate
responses.
How we process input: receiving input is a cycle –
everyday our body registers sensory input, orients to
input, organize and respond with a motor response.
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Sensory and Behavior
Everything that a person does is a “behavior” and
every behavior has a cause, whether it is to
communicate to get attention, get something that
is wanted, avoid something or to meet a need.
Sensory behaviors are those that have a motor or
neurological cause. They are the responses that
our bodies make naturally as we interact with the
environment. Even though it may not always
seem like it, sensory behaviors are usually
unconscious and involuntary.
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Activities to Support Students
Universals and Sensory Support
Success for the Child
Well defined rules
Activities have to engage the
Routines and predictions
Schedules
Attention Signal
Positive Adult interactions
In place strategies to
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increase appropriate
behaviors
Opportunities for free- play
and movement
Physical environment
conducive to learning
whole child; they must be an
active participant
Just right challenge…They
must experience success to
increase confidence
Positive reinforcement
Activities that engage
multiple senses
Practice
Creating Positive Supports for Young Children
Prevent problems before they
occur
Be positive
Be consistent
Have rules and routines
Set limits
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Challenging Factors
Communication delays
Sensory Issues
Emotional Problems
Temperament traits
All children are different
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Power Struggles Happen Because….
Battles are not chosen carefully
Big deals are made over little things
We think we can make them do it
We expect young children to think like adults
We fail to anticipate problems
We are inflexible in managing behavior
We treat all students the same
We protect our own esteem and take other
behavior challenge personally
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Setting Limits
State the limit in a clear and simple manner
Be reasonable
Make sure you can and will enforce what you say
Stay calm
Be as consistent as possible
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Ways to Encourage Compliance
Be Specific…Tell the child what you want them to
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do verses saying “stop.”
Use a clear directive not a question
Use a soft firm voice
Describe the behavior you want
Make sure it is possible for the child to complete
the request.
Give the directive twice and then refer to behavior
momentum
REINFORCE COMPLIANCE