Assignment-Educational Psychology

Q. Make a plan of intervention for children between 3-11 years, for proper cognitive development.

3-7 Years y Use concrete props and visual aids wherever possible. For example, let the children add and subtracts with sticks, coins or coloured chips. y Make instructions relatively short, using actions as well as words. For example, explain a game by acting out one of the parts. y Dont expect the students to be consistent in their ability to see the world from someone elses point of view. For example, avoid social studies lessons about placws too far from the childs experience. y Be sensitive to the possibility that students may have diffeent meanings for the same word or different words for the same meaning. Students may also expect everyone to understand words they have invented. For example, if a student protests, I wont take a nap. Ill just rest. be aware that a nap may mean something such as changing into pajamas and being in my bed at home. And ask children to explain the meanings of their invented words. y Give children a great deal of hands-on practice with the skills that serve as building blocks for more complex skills such as reading comprehension For example, provide cut out letters to build words. y rovide a wide range of experiences in order to build a foundation for concept learning and language. For example, take field trips to the zoos, gardens, theaters and concerts, invite story tellers or guest speakers. y Choose activities that give the child a chance to sort, group, match, count and create sequences. Help her put away books, videos and other toys according to categories. For example, "Let's first put away all of the books about animals."

Ask the child "what if" questions, like "What if D.W. was older than her brother Arthur?"

Introduce development activities that help develop fine motor control include playing with small cars, playing with peg boards cards and small action figures, and playing with puzzles.

Activities that foster the child's social and emotional growth revolve around dramatic play activities. Playing with dolls, dressing up, and playing house gives the child the opportunity to stretch his imaginations, build on his vocabulary, and express his feelings.

Through dramatic play experiences the child can develop friendships, learn to compromise, share toys, and take turns.

Reading the street signs as you walk down the street, or play a board game that requires reading the answers off of a card will help develop reading skills.

This is an important time to "catch" the child being good. Give him compliments when he is doing something that pleases you, such as turning off the TV when you say so.

The child may be using play as a way to work through his feelings. For example, when the child pretends that he is fighting bad guys, he may be working out a fear. Get to know the characters that interest the child - even those from TV shows and video games. Encourage him to think about how he - not the superhero that he's pretending to be - can work through situations that he creates during his play.

Language development o Use good speech that is clear and simple for the child to model. o Repeat what the child says indicating that you understand. Build and expand on what was said. "Want juice? I have juice. I have apple juice. Do you want apple juice?" o Expand vocabulary. Name body parts, and identify what you do with them. "This is my nose. I can smell flowers, brownies, popcorn, and soap." o Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech.

o Place familiar objects in a container. Have the child remove the object and tell you what it is called and how to use it. "This is my ball. I bounce it. I play with it."

Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.

Help the child understand and ask questions. Play the yes-no game. Ask questions such as "Are you a boy?" "Are you Marty?" "Can a pig fly?" Encourage the child to make up questions and try to fool you.

Ask questions that require a choice. "Do you want an apple or an orange?" "Do you want to wear the red or blue shirt?"

Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down; on and off).

Offer a description or clues, and have the child identify what you are describing: "We use it to sweep the floor" (a broom). "It is cold, sweet, and good for dessert. I like strawberry" (ice cream).

Work on forming and explaining categories. Identify the thing that does not belong in a group of similar objects: "A shoe does not belong with an apple and an orange because you can't eat it; it is not round; it is not a fruit."

After 5 years, help the child follow two- and three-step directions: "Go to the room, and bring me the book." Encourage the child to give directions. Follow his or her directions as he or she explains how to build a tower of blocks.

Play games with the child such as "house." Exchange roles in the family, with you pretending to be the child. Talk about the different rooms and furnishings in the house.

Take advantage of daily activities. For example, while in the kitchen, encourage the child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in the

lap, or under the spoon. Identify who the napkin belongs to: "It is my napkin." "It is Daddy's." "It is John's." y While shopping for groceries, discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy or light) of the packages.


Reflect the child's unspoken emotions. This helps put the child's feelings into words. If she didn't get a turn at the playground, you might say, "You wanted to play with the ball next, didn't you?" or "You are angry!"

Offer limited choices. Preschoolers gain a sense of control by making their own decisions. You might say, "Do you want to get dressed before or after breakfast today?"

7-11 Years

Continue to use concrete props and visual aids, especially when dealing with sophisticated material For example, use time lines in history and 3-d models in science. Use diagrams and flow charts to illustrate hierarchical relationships such as branches of government.

Continue to give students a chance to manipulate and test objects. For example, set up simple scientific experiments for practical knowledge, such as what happens when you throw sand on fire, or how lime water turns milky when you blow into it.

Make sure presentations and readings are brief and well organized. For example, assign stories or books with short, logical chapters, moving to longer reading assignments when the children are prepared. Break up a chapter into parts. Make sure they understand the first part before moving onto the next.

Use familiar and more everyday life examples to explain complex ideas. For example, compare the students lives with those of the characters in a story. Have you ever experienced this before? How did you feel? Explain the concept of area practically by measuring the room.

Give opportunities to classify and group objects and ideas on increasingly complex levels. For example, give students slips of paper with individual sentences written on each paper and ask the student to group sentences into paragraphs. Compare the systems of the human body to other kinds of systems: the brain to a computer, heart to a pump. Break down stories into components, from broad to specific: the author, characters, plot, theme, place, time, etc.

Present problems that require logical, analytical thinking For example, use mind twisters, brain teasers and riddles. Discuss open ended questions that stimulate thinking.

Integrated activities to support the development of social and emotional skills and wellbeing and to prevent bullying and violence in all areas of school life.

For example, classroom-based teaching should be reinforced in assemblies, homework and play periods (in class as well as in the playground). y Development activities , which develop cognitive skills, can also include baking activities. When baking, the child can help you read the recipe, can help you count out the ingredients, and can watch as a solid turns into a liquid and then back into a solid again as ingredients are mixed together and then baked. y Find time to talk. As the child grows up, she may turn to you less frequently, so you may need to make a special effort to spend time together. y Speak to the school-age child in a mature fashion. School-age kids want their "bigness" acknowledged. They may be offended if they feel they are being spoken to like babies (even if they happen to be acting like them). You might say, "I expect you to begin the book report. What time would you like to work on it?" instead of "How many times do I have to tell you to do the book report!" y Repeat what you heard the child say, but in a more mature way. You can reflect her statement in the form of a question, implying, "Am I getting this right?" In this way, you are respecting the child's intelligence, making her feel understood and encouraging her to tell you more. You might say, "So, you think the gym teacher is stupid, but you don't want me to intervene? Can you tell me what you are upset about?" y Laugh a little and admit the mistakes. At times, humor is the best way to resolve a dispute, react to an upset or make a request of the school-age child. You can also ask the child for help in figuring out what to do. Kids love to hear parents admit they were wrong. You might say, "Am I making a mess of this? Should we try to figure it out a different way?" y Play memory games, guessing games, like guess that sound, whats the picture? y y Involve the child in activities like wiggle woggle dance, newspaper dance, etc. Language: o Teach and Practice Conversation Skills. Children learn the pragmatics of language from the give and take of conversations at school and home. Family dinners, bedtime, and car time are perfect opportunities

to practice conversation skills. The way you respond to the child encourages, or discourages, her from communicating with you. Take some time each day to listen to the child talk about her interests and opinions. o Continue to Read Aloud. Elementary school teachers will tell you even sixth graders love to be read to. Also, encourage independent reading with frequent visits to the library and bookstore. y Teach the Child the Names for Advanced Concepts. Emotional intelligence develops when children learn to name their feelings. Parents teach values such as respect, responsibility, and fairness when they point out examples of each in the child's life experiences and the media. Our school's character education program involves a "word of the month". The children are rewarded for exhibiting that month's characteristic. y Play Family Games. Family games provide the perfect atmosphere for relaxed conversation while building all kinds of useful skills. Take a stroll down the board games aisle at the favorite store and pick up a new game to play this weekend. Some ideas - Outburst, Scrabble, Upwords, Boggle, Scatterwords, Pictionary, and Taboo. y Explore New Experiences with the Child. Travel, museums, hobbies, any new experience that broadens the child's awareness of the world beyond her home and neighborhood, will enhance her language development. The Internet has given families a quantum leap in opportunities to explore the world from our living rooms. Share the passions and interests and indulge the curiosity about the world with the children.