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INTERVENTION AND EDUCATIONAL ASSESSMENT IN THE COGNITIVE FIELD - Coggle…

- - - - The materials are grouped by policy areas:
      -  Symbolic play.
      -  Logical-mathematical skills.
      -  Exploration and knowledge of the environment. Nature.
      -  Social interaction
    - - Physical literacy activities
        
        From 0 to 1 year
        Observation of plants and animals.
        1 to 2 years
        Identification of characteristics and functions of objects.
        From 2 to 3 years
        Manipulation of geometric shapes and materials.
      - Activities for logical-mathematical knowledge
        
        1 to 2 years
        Collaboration in delivery and cleaning activities in the classroom.
        From 2 to 3 years
        Similarities and differences between objects. Proper use of objects.
- - - - Inability to acquire all cognitive skills fully. Implies:
      -  Difficulty in adaptive activity in several areas.
      -  Below average intellectual ability
    - - Different relationships are established between the objects:
      -  Relationships in space and time.
      -  Conservation.
      -  The rankings.
      -  Seriation relations. Numerical concept.
    - - Affected areas: social interaction; communication; behaviour. Included in this group are:
        
         Autistic disorder.
        
         Rett's disorder.
        
         Childhood disintegrative disorder.
        
         Asperger's syndrome.
        
         Pervasive developmental disorder not otherwise specified.
- - - - Identify which capacities are mentally retarded.
      - Planning activities: Motivating and meaningful.
      - Make sure you understand the activity.
      - Provide necessary support.
      - Once completed, social reinforcement.
  - - - Promoting autonomy.
      - Develop functional and intentional behaviours.
      - To achieve participation in the activities.
      - Teaching communication strategies.
      - Increasing adaptation to new social situations.
      - Enhancing physical and emotional well-being.
      - Aspects to work on: eating and hygiene habits, alternative communication systems, increasing
      - confidence and sociability, creating work habits and routines.
  - - - Positive reinforcement.
      - "Time out".
      - Setting rules and limits.
      - Withdrawal of attention.
- - - -  It will create a caring, healthy and stimulating environment for the child in which the necessary stimuli for learning can be found.
      -  He/she will cooperate with the child in his/her learning, without being directive, without substituting him/her in those actions that he/she can carry out, trying to encourage the child's spirit of research and self-confidence.
      -  It will serve as a mediator between children and knowledge, fostering a close cognitive relationship between children and their experiences so that, from every approach, children learn the most.
  - - -  Monitor pupils' progress in relation to their cognitive development.
         Record the impact of the educators' intervention.