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Early Indicators of Learning, Attention, and Behavior Differences

Early Indicators of Learning, Attention, and Behavior Differences. EDCI 336 October 11, 2007. Early Indicators. Learning Attention Behavior. Learning Differences. Language Problems Pronunciation Vocabulary Lack of interest in language activities such as storytelling.

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Early Indicators of Learning, Attention, and Behavior Differences

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  1. Early Indicators of Learning, Attention, and Behavior Differences • EDCI 336 • October 11, 2007

  2. Early Indicators • Learning • Attention • Behavior

  3. Learning Differences • Language Problems • Pronunciation • Vocabulary • Lack of interest in language activities such as storytelling

  4. Learning Differences • Memory Problems • Trouble learning numbers, letters, days of week, etc • Difficulty remembering routines

  5. Learning Differences • Fine Motor • Difficulty with self-help skills such as buttoning, snapping, tying, etc. • Reluctance to draw, trace or engage in writing and pre-writing activities

  6. Attention • Impulsivity • Hyperactivity • Disorganization • Inconsistent performance

  7. Attention • Trouble sitting still • Extreme restlessness • Impersistence at tasks

  8. Behavioral Risks • Acting Out Behaviors • Recurrent patterns of misconduct

  9. Behavioral Risks • Poor social skills • Difficulty interacting with children • Difficulty interacting with adults

  10. Behavioral Risks • Inappropriate ways of coping with stress or frustration

  11. Behavioral Risks • Withdrawn Behaviors • Fearfulness • Extreme shyness • Pervasive sadness • Difficulty forming relationships • Unwillingness to leave his/her “own little world”

  12. StrategiesWhat Do We Do??? • First we observe and document specific examples of the suspected problem area. • Keep work samples when appropriate • Talk with the family • Let them know what you have observed. • Avoid making any kind of diagnosis or using terms such as: “disturbed”, ADHD, Learning Disabled, etc. • Ask for their observations. • When appropriate, ask how they handle a similar situation at home?

  13. Strategies to Use in the Classroom • Learning Differences • Language • Pronunciation problems, slow vocabulary growth • Work with Speech/Language Pathologist if child is already being seen • Model correct speech • Expansion activities:Adult expands on child’s limited speech

  14. Strategies to Use in the Classroom • Pronunciation problems, slow vocabulary growth • Parallel talk: Adult provides language for child by describing what is going on or what he/she thinks the child is thinking • Self-talk: Adult describes what he/she is doing verbally

  15. Strategies continued • Lack of interest in story telling or language activities • Be sure hearing has been checked • Keep language activities short • Build language activities around child’s interests • Use humor!! • Pair language activity with another activity the child enjoys

  16. Strategies continued • Difficulty learning numbers, alphabet, days of week, etc. • Go slowly and offer multiple opportunities for child to interact with this information such as during circle time, center time and independent learning time • Pair the new information with colors, music, and movement

  17. Most Important • Children have their own timetables. We must allow young children to move at their own pace and offer a rich, stimulating environment that accommodates variety in learning rates.

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