Child Psychology

Emily Quade

Fulbright ETA Pre-Service Training

August 2014

The Plan1. Goals & Expectations2. Snowball fight 3. Children… Needs assessment 4. What is Child Psychology- workshop focus5. Terminology and Tools6. Brainstorm & Discussion:You know the kid who…

7.Guji Guji8.Things to remember 9.Reflection Lunch

Goals Expectations

1. Understand how to identify and support different learning needs that you might encounter in your class

2. Share and collaborate with one another

3. Ask questions

4. Gather new ideas that are possible to adapt and implement

1. Be respectful

2. Be encouraging

3. Participate

4. AskIf you can hear my voice...

Snowball fight

How could you adapt this activity to use in your future classroom?

What do you know to be true about children/students?

Example: Children like praise -“Good job”

1. Group Formation

2. In your group come up with a list of 5 things that you know to be true about children/students.

3. Share your list with the class.

What is Child Psychology?

developmental psychology: the branch of psychology that studies the social and mental development of children.

Child = birth to 12ish(JoAnn Deak)

http://www.youtube.com/watch?v=RtyqS68ViWk

The focus of this workshop...

What are some student behaviors/needs that I might encounter encounter in my classroom?

How do I support a student who…?Learning problems Average Gifted

CHC Theory of Cognitive Abilities: 9 broad domains of human intellectual functioning

OK there’s something going on… Now what?

1. Collect Data- Assess the student- formally and informally.

2. Talk to parents, and any support staff

3. Create a plan of how to support the student’s learning(adaptations, interventions, accommodations)

Behavioral Learning

Disabilities DiagnosesAttention Deficit Disorder (ADD)Autistic(language delay) & Aspergers Obsessive Compulsive Disorder (OCD)Aggressive behaviors (BD)Emotionally Disturbed (ED)

ToolConners Scalehttp://www.doctorrudy.com/files/teacher_add_adhd_short.pdf

Diagnoses DyslexiaPerceptual disabilitiesCommunication disorder (stuttering…) Health impairments

● Hearing, Visual, OrthopedicDevelopmentally disabled

● learns at a slower rate● difficulty grasping abstract

concepts● may not remember

directions/information Combination of factors

Interventions/Accommodations: LD and Behavioral

● Individualized behavior plan● Incentive/rewards system● Seating● Structure (schedule, formats,

predictability) ● Breaks● Partner- special buddy● Expert opportunities● Low distraction workplace● Cues to stay on task● Sensory objects (stress balls)

● Show you care● Get to know them● Connect and invest● Avoid confrontation- and

acknowledgement of negative behaviors

● Adapt- HW, tests, assignments, materials

● Give directions in short sequential steps

● Create a safe supportive environment

Gifted/Academically Talented

Look for● Great problem solving skills● Long attention span● Unusual imagination● Extreme curiosity● Learns very quickly● Exceptional vocabulary ● Above grade level● Unorganized or OCD● Head in the clouds/day dreamer● Perfectionists/ intense ● Sees the whole picture

Accomodations● Alternative/ more challenging

projects or assignments● More freedom to choose ● Thoughtful partnering ● Escalate the objective● Needs assessment (KWL)● teaching opportunities● Centers/stations ● THIS DOES NOT MEAN MORE

BUSY WORK FOR THE STUDENT.

Break

You know the kid who...1. Partner up

2. Create a t-chart and fill it out (3 examples)Left- student that will need support (description)Right- What can you do in the classroom to support that

student (accommodations/ interventions)

3. Share ideas with a small group

Assessment

Guji Gujihttp://www.storylineonline.net/guji-guji/

1. Why do you think I choose to share this story with you?

2. How does it relate to students with special needs?

3. How could you use a story like this one in your classroom?

4.Why is it beneficial to share a story like this one with students?

Don’t forget...All students can learn! How, the quantity and speed may differ.

We are not looking for a label- we are looking how to best support our students.

Gifted students are not good at everything.

Students with learning disabilities are good at many things.

Find student strengths and utilize them.

Be patient and flexible.

Differentiate instruction- make accommodations- being fair does not mean everyone is doing exactly the same thing.

individual strengths

Session Reflection & FeedbackName/Date/ Session

•1. Take away/ ideas to steal

•2. Something new you learned

•3. Suggestions for improvement

•4. Final thoughts/questions & commentary