CASE 1 (Annie, 6 years old)
Area of intervention:
As mentioned in the case study, Annie has speech impairment and communication difficulties due to facial deformities at birth. She is also said to display behavioral and social difficulties. I feel that it is important to address both issues especially her first difficulty even though she is already receiving 2 hours of speech and language therapy services each week which is really not enough. Therefore, I have researched on an intervention which will help Annie become more verbal and be provided with the opportunities to explore alternate behaviors for expressing her unhappiness.
Database: Early Childhood Research Practice
Journal Article:
The role of Pretend Play in Children’s Cognitive Development
This article ‘briefly synthesizes the latest research on the role of pretend play in children’s cognitive, social, and academic development’ (Bergen, 2002).
The Intervention: Pretend Play
Bergen (2002) wrote the following:
Pretend play requires the ability to transform objects and actions symbolically; it is furthered by interactive social dialogue and negotiation; and it involves role taking, script knowledge, and improvisation. Many cognitive strategies are exhibited during pretense, such as joint planning, negotiation, problem solving, and goal seeking.
It’s Effectiveness:
The journal article has listed the benefits of pretend play in the various developmental areas of children which are quoted from theories and supported by researches conducted. Bergen (2002) noted the following effectiveness of the intervention:
(1) Children often show their understanding of others’ thinking and beliefs.
(2) They develop mental representation which is an important cognitive achievement needed for academic skills such as reading comprehension and use of mathematical symbols.
(3) Children use private speech in play to regulate their behaviour.
(4) Researchers studying children who have disabilities have pointed out the importance of social pretense for these children's development. Special educators often use play intervention methods such as script rehearsal to promote young children's pretend play abilities, because of the hypothesized relationships between enhanced play skills and enhanced cognitive, social, and language development (e.g., Neeley, Neeley, Justen, & Tipton- Sumner, 2001).
(5) Numerous studies of literacy skill development through play, which embed literacy materials within play settings in preschool, kindergarten, and multiage programs, have typically shown increases in children's use of literacy materials and engagement in literacy acts (e.g., Christie & Enz, 1992; Einarsdottir, 2000; Neuman & Roskos, 1992; Stone & Christie, 1996).
Personal Evaluation
I have always been a strong believer of how much children can gain through exploration and from play. This journal article focuses much on the role of pretend play on the cognitive development of children without disabilities. However, I feel that it can and should apply to all children regardless of whether they are diagnosed with a disability or not. Children with a disability should not be robbed of the opportunity to play and learn from experiences of their own and others. As mentioned in the article, pretend play has its effects on ‘children’s cognitive, social, and academic development’ (Bergen, 2002).
When I read that, I felt instantly that this intervention was made to fit Annie. It addresses her needs and difficulties. Firstly, pretend play will serve to improve her speech impairment and communication difficulties because she gets to take on the roles of others when engaged in the play. Thus, encouraging her to verbalize the role she is playing to others. As she becomes more comfortable talking to others during pretend play, she might then grow accustomed to communicating with her friends outside play.
In regards to her behavioral and social difficulties, the article mentioned that private speech used in play can regulate behaviour (Bergen, 2002). Though Annie may have grown out of the stage of making private speech but I still think that it is one area that I can work on to help her learn the right behaviors to exhibit when she is unhappy. Role playing will also help Annie to practice those behaviors.
Suggestions
• I think it is important to first stop the teasing of Annie in class and help her classmates learn to accept her. The class should understand that Annie is no different from all of us and this can be done through reading of books about accepting diversity. When planning for activities, I will also tap on Annie’s strengths to show that she is jut as capable as any of the children in class.
• This leads to my second step which is building Annie’s confidence. By having her classmates acknowledge her strengths and celebrating her achievements with her. As mentioned in the point earlier about reading books, Annie may also learn to love herself for who she is and become less affected by people’s teasing. I can also use role playing to help Annie seek and practice other alternatives to cope with teasing (e.g., going to the art corner to draw or knead clay). While Annie learns to adopt the other alternatives, reinforcements are necessary to remind Annie if she were to exhibit behaviors like biting her classmates.
• Now that the class is beginning to accept Annie, pretend play can help her cope with her speech impairments and communication difficulties. Having the class to engage in this activity will provide Annie with the opportunity to take on other roles and to verbalize her character. This is especially helpful if Annie still feels inferior being herself. As the class interacts with Annie during pretend play, they will get to know her better and be able to observe her strengths. Annie will also benefit as she learns to communicate through observing how her friends talk; imitating and practicing as they play along.
Reference:
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4(1). Retrieved September 6, 2009, from http://ecrp.uiuc.edu/v4n1/bergen.html
Area of intervention:
As mentioned in the case study, Annie has speech impairment and communication difficulties due to facial deformities at birth. She is also said to display behavioral and social difficulties. I feel that it is important to address both issues especially her first difficulty even though she is already receiving 2 hours of speech and language therapy services each week which is really not enough. Therefore, I have researched on an intervention which will help Annie become more verbal and be provided with the opportunities to explore alternate behaviors for expressing her unhappiness.
Database: Early Childhood Research Practice
Journal Article:
The role of Pretend Play in Children’s Cognitive Development
This article ‘briefly synthesizes the latest research on the role of pretend play in children’s cognitive, social, and academic development’ (Bergen, 2002).
The Intervention: Pretend Play
Bergen (2002) wrote the following:
Pretend play requires the ability to transform objects and actions symbolically; it is furthered by interactive social dialogue and negotiation; and it involves role taking, script knowledge, and improvisation. Many cognitive strategies are exhibited during pretense, such as joint planning, negotiation, problem solving, and goal seeking.
It’s Effectiveness:
The journal article has listed the benefits of pretend play in the various developmental areas of children which are quoted from theories and supported by researches conducted. Bergen (2002) noted the following effectiveness of the intervention:
(1) Children often show their understanding of others’ thinking and beliefs.
(2) They develop mental representation which is an important cognitive achievement needed for academic skills such as reading comprehension and use of mathematical symbols.
(3) Children use private speech in play to regulate their behaviour.
(4) Researchers studying children who have disabilities have pointed out the importance of social pretense for these children's development. Special educators often use play intervention methods such as script rehearsal to promote young children's pretend play abilities, because of the hypothesized relationships between enhanced play skills and enhanced cognitive, social, and language development (e.g., Neeley, Neeley, Justen, & Tipton- Sumner, 2001).
(5) Numerous studies of literacy skill development through play, which embed literacy materials within play settings in preschool, kindergarten, and multiage programs, have typically shown increases in children's use of literacy materials and engagement in literacy acts (e.g., Christie & Enz, 1992; Einarsdottir, 2000; Neuman & Roskos, 1992; Stone & Christie, 1996).
Personal Evaluation
I have always been a strong believer of how much children can gain through exploration and from play. This journal article focuses much on the role of pretend play on the cognitive development of children without disabilities. However, I feel that it can and should apply to all children regardless of whether they are diagnosed with a disability or not. Children with a disability should not be robbed of the opportunity to play and learn from experiences of their own and others. As mentioned in the article, pretend play has its effects on ‘children’s cognitive, social, and academic development’ (Bergen, 2002).
When I read that, I felt instantly that this intervention was made to fit Annie. It addresses her needs and difficulties. Firstly, pretend play will serve to improve her speech impairment and communication difficulties because she gets to take on the roles of others when engaged in the play. Thus, encouraging her to verbalize the role she is playing to others. As she becomes more comfortable talking to others during pretend play, she might then grow accustomed to communicating with her friends outside play.
In regards to her behavioral and social difficulties, the article mentioned that private speech used in play can regulate behaviour (Bergen, 2002). Though Annie may have grown out of the stage of making private speech but I still think that it is one area that I can work on to help her learn the right behaviors to exhibit when she is unhappy. Role playing will also help Annie to practice those behaviors.
Suggestions
• I think it is important to first stop the teasing of Annie in class and help her classmates learn to accept her. The class should understand that Annie is no different from all of us and this can be done through reading of books about accepting diversity. When planning for activities, I will also tap on Annie’s strengths to show that she is jut as capable as any of the children in class.
• This leads to my second step which is building Annie’s confidence. By having her classmates acknowledge her strengths and celebrating her achievements with her. As mentioned in the point earlier about reading books, Annie may also learn to love herself for who she is and become less affected by people’s teasing. I can also use role playing to help Annie seek and practice other alternatives to cope with teasing (e.g., going to the art corner to draw or knead clay). While Annie learns to adopt the other alternatives, reinforcements are necessary to remind Annie if she were to exhibit behaviors like biting her classmates.
• Now that the class is beginning to accept Annie, pretend play can help her cope with her speech impairments and communication difficulties. Having the class to engage in this activity will provide Annie with the opportunity to take on other roles and to verbalize her character. This is especially helpful if Annie still feels inferior being herself. As the class interacts with Annie during pretend play, they will get to know her better and be able to observe her strengths. Annie will also benefit as she learns to communicate through observing how her friends talk; imitating and practicing as they play along.
Reference:
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research and Practice, 4(1). Retrieved September 6, 2009, from http://ecrp.uiuc.edu/v4n1/bergen.html
No comments:
Post a Comment