Cognitive development
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The document discusses several topics related to cognitive and language development including: 1. Cognitive development refers to how people think and understand the world through genetic and learned factors. It includes areas like processing, reasoning, language, and memory. 2. Language development occurs in stages from prelinguistic to emerging language to developing language for learning. 3. A language development chart outlines typical skills at 6 and 12 months like responding to tones and names and using words and phrases.
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it's one of the topic or unit in Educational Psychology paper and its helpful for Educators, Teacher & Student Teachers
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Language is a complex system of communication that humans learn through both innate and environmental factors. It involves using symbols according to a set of rules. Children progress through several stages in acquiring language, starting with babbling and moving to one-word, two-word, and multi-word sentences as their vocabularies and understanding of grammar increase. Theories on language development include nativist, behaviorist, and interactionist perspectives on the roles of biological predisposition, environmental learning, and social interaction.
Unit 10 pp Supporting children's development
This document outlines the aims and objectives of a session on supporting children's development. It discusses identifying factors that can influence development, such as biological and environmental factors. It also addresses early intervention strategies for children experiencing learning difficulties, including early years action and early years action plus. The document highlights global development delays and cultural factors that may affect a child's progression.
chapter 9
The document discusses theories of cognitive development in early childhood from ages 2 to 6. It covers Piaget's theory of preoperational thinking and obstacles to logical operations. Vygotsky's social learning theory emphasizes cognitive development through social contexts and apprenticeship. Theories of language development are also discussed, including vocabulary growth, grammar development, and benefits of bilingualism. Different approaches to early childhood education are briefly outlined.
Speech. Language. Communcation.
This document provides an introduction to speech, language, and communication difficulties. It discusses key terms like speech, language, communication and how delays differ from disorders. It outlines the impact difficulties can have in areas like literacy and social behaviors. Top tips are provided for supporting students with receptive language, expressive language, and pragmatic language challenges in the classroom. Examples of visual tools that can aid language development like mind maps and word webs are also presented.
Slide share *language development*
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
Cognitive theory
This document discusses cognitive theory and psycholinguistics. It provides an overview of cognitive linguistic theory, which combines knowledge from psychology and linguistics to examine how language interacts with cognition and shapes thought. The document then summarizes Jean Piaget's theory of language acquisition, which linked language development to cognitive development in children. Piaget proposed four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - and believed language skills developed at each stage as children's understanding of concepts increased.
Language development in early childhood period
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
The Best Kept Secrets Of Great Communicators Reference Manual
This document provides techniques for effective communication and persuasion. It discusses active listening skills like maintaining eye contact, paraphrasing, and asking follow up questions. It also covers nonverbal communication cues like eye movements and pupil dilation that provide insights into a person's thoughts. The document provides tips for starting conversations, asking questions, and matching a person's language preferences to improve understanding. The overall aim is to teach skills that improve conversations, persuasiveness, and relationships.
Great Communicators
This document provides techniques for effective communication and persuasion. It discusses active listening skills like maintaining eye contact, paraphrasing, and asking follow up questions. It also covers nonverbal communication cues like eye movements and pupil dilation that provide insights into a person's thoughts. The document provides tips for starting conversations, asking questions, and matching a person's language preferences to improve understanding. The overall aim is to teach skills that improve conversations, persuasiveness, and relationships.
ch 10 thinking & language
This document provides an overview of key concepts from Chapter 10 of Psychology (9th Edition) by David Myers on thinking and language. It discusses several topics:
1. Thinking processes like concepts, problem solving, decision making and judgments.
2. Language development in humans from babbling to multi-word speech.
3. The influence of language on thinking and theories on the relationship between the two.
4. Whether animals exhibit thinking and language, looking at studies of animal cognition and communication.
Introduction to language and thought
This chapter discusses language, cognition, problem solving, and decision making. It explains that cognition involves thinking and meta-cognition is thinking about thinking. Adolescents develop new cognitive skills like meta-cognition. The chapter also discusses how people differ in their need for cognition, with some enjoying cognitive puzzles more than others. It explores how people learn language from a young age and problem solving strategies like preferring known options for some decisions and weighing unknowns for risky decisions.
MOTIVATION (1).pptx
The document discusses various topics related to intelligence including definitions of intelligence, intelligence quotient (IQ) tests, factors that influence intelligence development, IQ classification, and characteristics of mentally retarded and gifted children. Some key points include:
- Intelligence is the ability to learn, understand complex issues, solve problems, and think rationally. IQ tests measure intelligence relative to others of the same age.
- Factors like heredity, environment, health, socioeconomic status can influence intelligence development.
- IQ ranges include below average (80-95), average (100), and above average (110-120). Mentally retarded children have IQs of 50-70.
- Characteristics of mentally retarded
What is DIR / Floortime?
DIR/Floortime is a developmental, individualized, and relationship-based approach that uses play to facilitate social and emotional development. It addresses 6 functional emotional developmental levels in children with autism or other developmental disabilities. The DIR model focuses on parent education and encourages parents to follow their child's lead and engage in reciprocal social interactions. Cultural factors and family dynamics are also considered in DIR/Floortime interventions.
Play Therapy
This document provides an overview of non-directive play therapy. It discusses that toys used in play therapy should look played with, be durable, plain in design and not electronic. It also outlines 8 principles of play therapy including warm rapport, child-centeredness, permissiveness and letting the child set the pace. Guidelines for setting limits sparingly in a non-judgmental way are also presented.
Lev Semyonovich Vygotsky
Lev Vygotsky was a Russian psychologist born in 1896 who developed the sociocultural theory of cognitive development. He believed that social interaction and culture play a key role in cognitive development. According to Vygotsky, language and social interaction are essential for cognitive development, as higher thinking skills develop through collaborative problem-solving experiences. He introduced the concept of the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration. Vygotsky's theory emphasizes that learning occurs through social and cultural interactions, and that language is central to cognitive development.
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Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Teaching language
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Review on Lesson Planning
Here are some examples of adaptations and accommodations that can be made for teaching students with special needs:
- Provide modified assignments and assessments that are tailored to students' ability levels. This could include altering length or complexity requirements.
- Use multi-sensory teaching methods that engage both visual and auditory learners, such as showing images and diagrams alongside verbal explanations.
- Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed.
- Allow extra time for students to complete tests and assignments, both in and out of the classroom.
- Provide copies of notes or allow students to audio record lessons so they can review material afterwards.
- Se
Curriculum for Special Children
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
Instructional Materials
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
Instructional Strategies
This document outlines various instructional strategies for teachers including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It also provides examples of specific strategies for teaching students with diverse learning needs such as providing outlines, visual representations, extra response time, and structured organization to support students who have difficulty with writing, speaking, or attending.
Transition from secondary school to adulthood
The document discusses federal initiatives to support the transition of students with disabilities from secondary school to adulthood. It mandates that schools provide transition services and defines these services as activities designed to promote movement to post-secondary education, employment, and independent living. It also describes supported employment which uses job coaches, and the role of job coaches in assisting adult workers with disabilities. Issues around transition differ for students with severe versus mild disabilities.
Current trends and issues in sped
The document discusses several key trends and issues in special education:
1) Normalization and deinstitutionalization promoted integrating those with disabilities into regular society and schools rather than institutions.
2) The Regular Education Initiative of 1986 argued that general education should be primarily responsible for students with disabilities.
3) Full inclusion advocates placing all students with disabilities in general education classrooms, but others argue this is not practically or empirically supported.
4) Early intervention programs, individualized family service plans, and preschool help children with risks and disabilities develop skills to avoid delays.
Language Development Strategies
The document discusses strategies for teaching oral communication, language, reading, and handwriting skills to students who may have problems in these areas. It outlines possible problem behaviors in articulation, fluency, voice, semantics, morphology, syntax, word finding, reading readiness, word recognition, comprehension, fine motor skills, legible writing, and writing flexibility. It then provides examples of strategies to address each area, such as using auditory discrimination exercises, reading aloud, riddles, multiple meaning words, comparative forms, sentence transformations, thesaurus use, labeling, cloze procedures, story guides, and handwriting checklists.
Planing for instruction
Assessment is a process used to collect information about student learning and development to improve educational programs and demonstrate their effectiveness. It involves screening, diagnosing, determining program placement and instructional evaluation. When assessing students with special needs, different types of assessments and accommodations must be made to account for their unique needs and abilities. An Individualized Education Program (IEP) is created for each student with special disabilities and outlines accommodations, goals, services and placement designed to meet their individual needs.
Administrators
An inclusive school is led by a principal who establishes open communication, actively participates in IEP meetings, and personally involves parents. It provides students with disabilities the minimum knowledge for inclusion outlined by special education experts. An inclusive classroom features less whole-class instruction, worksheets, and covering large amounts of material. It instead focuses more on active learning, higher-order thinking, student responsibility, individual needs, and special help in general classrooms.
Building partnerships
The document discusses the basics of collaboration, including that it involves how people work together voluntarily based on shared goals, shared responsibility for decisions, and shared accountability for outcomes. It also discusses the prerequisites of collaboration, such as reflecting on personal beliefs and refining interaction skills. Finally, it discusses different models of collaborative services that can be used for inclusion, such as co-teaching, shared problem solving, and working as a team.
Laws concerning people with disabilities
The document discusses three key laws pertaining to people with disabilities: the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act. It provides an overview of the purpose and scope of each law, as well as some amendments made to the IDEA over time. The document also discusses Philippines laws on disability rights like the Magna Carta for Disabled Persons, and covers concepts like qualified individuals with disabilities, special education philosophy and goals.
Introduction to special education
This document provides an introduction to special education. It defines key terms like disabled persons, impairment, and handicap. It explains that special education is education modified for those with mental, physical, sensory or other differences to develop their maximum capacity. It discusses important historical figures in special education like Itard, Seguin, Howe, Gallaudet and Keller. It outlines the later history of advocacy, deinstitutionalization and inclusion. It also summarizes important litigation that advanced the rights of those with disabilities to education like Diana v. Board of Education and Mills v. D.C. Board of Education.
Why do we include students with special needs
The document discusses why students with special needs should be included in general education classrooms. The Individuals with Disabilities Education Act requires that students with disabilities be educated alongside their non-disabled peers to the maximum extent appropriate. For inclusion to be successful, certain attitudes, services, supports, collaboration practices, instructional methods, and a cooperative learning environment need to be in place. A sample scenario is provided showing how two teachers implement inclusive practices through co-teaching, individualized instruction, peer support, and collaborative planning.
Who are students with disabilities
Students with disabilities are those who have physical or mental impairments that substantially limit major life activities like learning. There are 13 categories of disabilities defined by IDEA, including autism, deafness, developmental delays, emotional disturbances, and specific learning disabilities. To qualify for special education services under IDEA, a student's impairment must negatively affect their educational or functional performance compared to peers. General teaching strategies for students with disabilities include presenting information in multiple formats, allowing flexible demonstrations of learning, teaching memory strategies, and adjusting workload and time expectations with a focus on mastery over pace.
Introduction
This document provides an overview of an inclusive education course. It discusses the objectives of the course, which are to equip students with knowledge of current trends in special education, strategies for teaching students with special needs in inclusive classrooms, and skills for addressing challenges of inclusion. The document also defines key terms related to special education, inclusion and mainstreaming. It outlines the philosophical roots of special education in the principle of normalization. Additionally, it discusses the historical development of special education, impact of litigation and laws like IDEA, ADA and Section 504 on supporting students with special needs.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
Physical and Health Impairment
The document discusses physical disabilities and impairments, noting that there is no direct link between intelligence and severity of physical limitations. It aims to alter environments so children with physical disabilities can function. Having a physical impairment alone does not require special education placement; environmental and functional demands determine handicaps. The document outlines categories of physical disabilities including orthopedic, neurological, musculoskeletal and other health impairments. It discusses assessing students' abilities and needs, curriculum considerations, educational programming and potential IEP goals for students with physical or health impairments.
Students at risk
The document discusses various factors that can place students at risk of school failure, including low socioeconomic status, substance abuse, teenage pregnancy, abuse/neglect, eating disorders, and delinquency. It emphasizes the importance of early interventions, family involvement, reading/writing programs, mentoring/tutoring, and individualized instruction in helping at-risk students succeed. The document also stresses the role of teachers, schools, and communities in identifying and supporting at-risk students.
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Cognitive development
- 8. Stages of Language Dev’t. Prelinguistic Stage Emerging Lang. Stage Developing Language Language for Learning Advance Language
- 9. Language Development the movie……
- 10. Language Development Chart Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech 12 Months Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones 6 Months Typical Language Development Age of Child
- 11. Come up with the skills and the activities to develop them