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INTERVENTION AND EDUCATIONAL ASSESSMENT IN THE COGNITIVE FIELD - Coggle…
INTERVENTION AND EDUCATIONAL ASSESSMENT IN THE COGNITIVE FIELD
COGNITIVE INTERVENTION
In the intervention, take into account Piaget's studies and the three types of knowledge he established
Social knowledge
The construction of people, relationships with others and social organisation. Built with culture, at school, in society.
Is related to physical and logical-mathematical knowledge (we need to know red and green to the social norm of crossing streets)
Logical-mathematical knowledge
The objects are observable but their difference is a relation created mentally by us, by comparing/relating the two objects
The origin of physical knowledge is partly external (it is in objects). The source of logical-mathematical knowledge is internal (it is in the mental activity that takes place in our contact with objects and in the coordination of relations between them)
Is acquired by means of reflexive or constructive abstraction that involves the construction of relationships between objects, the relation only exists in the mind of the one who is creating it
Physical knowledge
The knowledge of external reality, of their properties (colors, weight, hardness, temperature)
By touching we notice if the object is soft or rough
By looking we notice its color, shape, size
By picking up we notice if its light or heavy
Children experience and know the world and their surroundings through their sensory and motor activity
Is acquired through a simple abstraction of properties, focusing on one and ignoring the rest
Didactic implication of Piaget's theory and its three types of knowledge
The educator can support through activities, questions and appropriate strategies.
The task of the educator is to foster the three types of knowledge in different ways, according to different sources of knowledge
Must provide the child with experiences with peers and with the culture and social world; experiences with the objects of the physical world in a direct and reflective way. Put them in relation and reflect on what is observed so in addition to acquiring knowledge of physical and social aspects, he/she creates logical relationships
Children must draw conclusions from his or her action and develop or construct his or her logical knowledge
AIMS OF EDUCATION IN COGNITIVE DEVELOPMENT
The objectives of the intervention
The notion of object permanence
Knowledge of one's own body, through different sensations
Relationships between objects and actions
Learning at this age occurs when stable behaviours appear and are consolidated
Two aspects to take into account
Objectives of educational intervention planning
Define objectives adjusted to the psycho-evolutionary characteristics of the children, their interests and needs
Select and organise the different resources that will make the intervention feasible (materials, personnel, activities)
Select content related to the cognitive domain and relate it to other domains
Child-related objectives
To develop all their potential, ensuring that learning is meaningful
Adapt their behaviour to different situations of interaction, adapting their patterns of action to the different proposals
Enable them to discover their immediate environment (people, objects and spaces), enriching their experiences
Aims according to their age
1-2 years
Resolving conflicts through experimentation, favouring the permanence of object, encouraging symbolic play for social knowledge
2-4 years
Comparing objects, discovering qualities of objects, use appropriate language, communicating moods/emotions
0-1 years
Exploring the environment, manipulating objects, developing intentionality, with actions that anticipate events
4-6 years
Identify and anticipate the causality acts, analyse reality from different perspectives, experience different uses of reading and writing
MATERIALS, RESOURCES AND ACTIVITIES
Materials and resources
The materials are grouped by policy areas
Symbolic play
Logical-mathematical skills
Exploration and knowledge of the environment
Nature
Social interaction
Methodological resources
Game: It is a natural way of getting to know the world at this age
Everyday situations: Any time of the day can be educational
Routines: They help to acquire temporal notions (before-noe;today-tomorrow)
Rhythm: If it is stable, it helps you to internalise the different moments and to anticipate them
Rite: Marks and announces changes (songs)
Activities
Physical literacy activities
From 0-1 year
: Observation of plants and animals, manipulation and exploration of some objects, identification of objects and sounds
From 1-2 years
: Identification of characteristics and functions of objects, observation and identification of seasonal changes, description and identification of the characteristics of animals and plants
From 2-3 years
: Manipulation of geometric shapes and materials, collaboration in the care of plants and animals, food identification, identification of atmospheric phenomena
Activities for logical-mathematical knowledge
1-2 years
: Collaboration in delivery and cleaning activities in the classroom, time management, quantification (small, large), classification of objects (shape, colour, size), spatial notion (in front, behind), building with logic blocks, puzzles, construction games
**2-3 years"": Similarities and differences of objects, spatial orientation, games (kitchenettes, tents), collection of stones, vegetables, reading of stories or stories to remember
ALTERATIONS
Mental retardation
Inability to acquire all cognitive skills fully
Types of delay
Knowledge construction through reflective abstraction
Different relationships are established between objects: Relationships in space and time, conservation, the rankings, numerical concept
Most common causes
Heredity: metabolic errors
Chromosomopathies: chromosomal alterations
Prenatal factors: during pregnancy, accidents or infections
Perinatal factors: During delivery, mechanical injuries from the use of instruments (forceps)
Postnatal factors: Childhood-acquired diseases, trauma
Environmental factors: Lack of stimulation, emotional deprivation during infancy
Pervasive Developmental Disorder (PDD)
They involve a qualitative impairment in some areas of development
Affected areas: social interaction, communication, behaviour
Included groups: Autistic disorder, Rett's disorder, childhood disintegrative disorder, Asperger's syndrome, Pervasive developmental disorder not otherwise specified
Attention Deficit Hyperactivity Disorder (ADHD)
Persistent patterns of inattention and frequent and more severe hyperactivity or impulsivity that might be observed in children at a similar developmental level. Causes unknown. Symptoms before age 7 interfere with development
ADHD Characteristics
Inattention: Mistakes, carelessness, untidy tasks, not paying attention in games, absent, not obeying, changing activities
Hyperactivity: Restless, jumping and running when they shouldn't, talking excessively, touching everything
Impulsivity: Impatient, hard responses, continuous interruptions, frequent accidents
INTERVENTION FOR PUPILS
DETECTION OF CHILDREN WITH DIFFICULTIES
Inform the family of the problems detected
Refer to the multidisciplinary team, who will contact the educators to exchange information about the pupil and decide on further assessment
Draw up a full psycho-pedagogical report on the child's possible special educational needs, and together with the child's educator draw up the curricular adaptations. Curricular adaptations will be very useful for classroom intervention with the pupil
INTERVENTION AND FOLLOW-UP
The pace of learning will be slower
Understanding the instructions, given individually and making sure they have understood
Dispersed attention, concrete proposals
Solving problems of everyday life, proposals with simple mathematics
Critical thinking/judgment and decision making: they will be helped to find strategies
Abstract skills, they will need help in symbolic play proposals
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INTERVENTION FOR CHILDREN WITH MENTAL RETARDATION
Identify which capacities are mentally retarded
Planning activities: motivating and meaningful
Provide necessary support, make sure they understand the activity
Once completed, social reinforcement
INTERVENTION FOR CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDER
Promoting autonomy
Develop functional and intentional behaviours
To achieve participation in the activities
Aspects to work on: eating and hygiene habits, alternative communication systems, increasing confidence and sociability, creating work habits and routines
INTERVENTION FOR CHILDREN WITH ADHD
Positive reinforcement
Time out (breaks)
Setting rules and limits
Withdrawal of attention
COGNITIVE INTERVENTION ASSESSMENT
The role of the educator
The educator must act as a mediator and facilitator of learning, interacting with the target group and being a model based on respect and freedom for the children
Strategies
Create a caring, healthy and stimulating environment for the child
Cooperate with the child without being directive, trying to encourage the child's spirit of self-confidence
Help children to relate new knowledge to what they have already learnt, and facilitate meaningful strategies for children taking into account their needs and interests
To carry out these, will prepare the space, the materials and the activities, and distribute the time. Finally, will evaluate the educational process
Evaluation of the intervention
Three objectives
Monitor pupils progress in relation to their cognitive development
Record the impact of the educators intervention
Be able to detect any anomalies and their impact on the performance of the target group
The best instrument is DIRECT OBSERVATION of children's behaviour, attitudes and activities. Observation allows the educator to follow the evolution of the pupils and helps him/her to detect if there is any anomaly in the children's skills
Observation is a process that must be structured, will need to use some instrument to support in order to assess more accurately.
Indicators or observation scales (indicating the degree of intensity with which it is manifested)