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Transcript of ELED
The development of attention is part of the maturation. The brain has three attention networks that develop a child to grow:
•Orienting System •Arousal System •Executive Control System
•Children's attention is affected by stimulus characteristics and also familiarity.
•In time the distractibility decreases and attention increases.
•The children attention becomes increasingly purposeful.
2.Strategies to help children and adolescents focus on their attention
•Relate new information to children’s existing knowledge.
•Remember that children can take in a small amount of information at a time.
•Consider not only what they say but also what they do.
•Give ongoing practice in basic information and skills.
•Get children physically involved in tasks and lessons.
•Present activities which children want to know.
•Minimize loud noises
3.How to help children with disabilities
•Children with learning disabilities or attention deficit hyperactivity disorder have short attention spans and are easily distracted.
Have interspersed sedentary activities with physically active ones to help children maintain attention.
•Some children with learning disabilities have a smaller working memory than their peers.
Provide many opportunities to rehearse basic knowledge and skills.
•Children with cognitive disabilities are less likely to organize material as they learn it.
Encourage organizations as a learning strategy. Also ask children to study information that is easy to categorize.
•Few high achieving children are capable of self-regulation.
Ask children to engage in simple self-regulated learning tasks. Also give them suggestions in how to accomplish the task.
Typically, children move into the concrete-operational stage between the ages of six and eight. In this stage, children develop the ability to think in concrete ways such as how to combine, separate, order, and transform objects and actions. These processes are called concrete because they are performed in the presence of what is being thought about.
Information processing characteristics:
This age group typically has an increasing ability to focus on important things and ignore irrelevant ones. Basic skills become automatic, creating more working memory. Their knowledge base increases as they experience new things. Also, they are able to reflect on their own thought processes and the nature of learning.
Can be expected to:
•Understand and manipulate symbols related to concrete objects
•Display organized, logical, and complex thought processes
•Focus on past, present, or future
•Reverse an idea through mental activity
•Focus attention for 15-20 minutes
•Develop concepts of quantity
•Distinguish reality and fantasy
•Enjoy reading and writing
Differences in development:
It is important to remember that children of the same age may be at different stages of development..
Introduction •Hidden Objective picture
o Goal For each child to find the items that are
located at the bottom of the page in the picture
o Make children think about what they are
o Piaget’s Theory of Cognitive Development
Concrete operations stage
Children begin to think more logically
Children can begin to ask themselves more in
7 Years Old 8 Years Old
Activities related to cognitive development must trigger the brain and produce outcomes that are created by logic
Early elementary children are still being introduced to the thought processes that allow their cognitive skills to continue to develop, especially the idea of "what if" when it comes to these procedures
Sorting information, learning to make decisions based on knowledge and certain thought processes, and using trial and error to eliminate certain choices all occur greatly at this point in development
Children are encouraged to take part in activities that will advance their cognitive skills and allow them to understand that an action can be reversed
At this age, these types of activities will appeal greatly when linked to an interactive game, such as Mother May I , Follow the Leader, or the activity we're going to play today... (the ability to think and reason)