Disney: You either love it or you hate it. Personally, I love Disney. I grew up with Disney princesses and Disney Channel movies (currently watching High School Musical), and I am a strong believer that the shows and movies promote prosocial behavior and are a big benefit to children. There are some people who believe that Disney promotes bad habits, but a recent study looking at the Disney Junior Show Doc McStuffins. The show features a child named Dottie, nicknamed, "Doc," who's dream is to become a doctor like her mother. In the meantime, she is a doctor to her toys, who come to life when she presses the button on her stethoscope. A study titled, "How Healthy is the Doc? A Content Analysis of the Doc Mcstuffins Show," done by Lisa Grace-Leitch, viewed and analyzed 300 minutes of the show to see if it created healthy behaviors (focusing on nutrition and physical fitness) in children. Their hypothesis was that there would be positive cues to healthy behaviors in every episode. The analysis showed that 100% of the episodes had cues to healthy behaviors, and included cues to both nutrition and physical fitness. Their second hypothesis was that the show would only cue healthy behaviors. Their analysis showed that 76% of the cues were positive, 23% were negative, and 1% were neutral. The examples of negative behaviors included characters who were being the "bad" example, like sitting out instead of playing, and once Doc asked for whipped cream on her smoothie, the article says.
Overall, Doc McStuffins encouraged healthy behaviors. Childhood obesity is a huge problem in America, and if children are going to be watching television shows, it is good to have one with a healthy main character that also normalizes going to the doctor. Below is the link to the full journal article if you would like to read the entire study.
How Healthy is the Doc?
Wednesday, December 7, 2016
Guide to Educational Apps for the Classroom
This post highlights the top three apps for your classroom iPads. The games I have chosen are high quality and appropriate for a variety of ages, and will nicely supplement the material you are already learning in class.
Endless ABC:
The first app, Endless ABC, is a highly popular app that teaches vocabulary and letter sounds. The user spells words by dragging the letter to the appropriate spot (like a puzzle). As the user drags the letter, the letter speaks the letter sound in a goofy voice. The letter "L" says, "la-la-la-la," and the vowels change their sound based on how they are used in the word, so the letter "E" could say, "eee," or "eh-eh-eh." Once the user spells the letter, a short animation, featuring cute monsters, is played that teaches the definition of the word. The word, "courageous," for example, shows a monster jumping out of a plane with a parachute. The kids I have worked with have all LOVED this game and crack up at the funny letter sounds. We have even been using it to help my niece make correct letter sounds, as she has been making a T sound instead of a K or hard C sound. It is helping her learn the difference between the letters. Highly recommended.
Inspire Pro:
Inspire Pro is an art app where the user can draw using a finger or a stylus. There is a wide variety of colors and tools to choose from, and the user that create simple scribbles or detailed drawings. This can even be used as a fun way to practice writing letters and words. It is easy to work once you know where are the tools are located, and kids like being able to draw whatever they like even when a pad of paper is not available. If all your students have a school iPad, then this is an app they can use quietly if they finish their work early.
Pocket Pons
The Pocket Pons app, which features an interactive Koi pond with fish, lily pads, and dragonflies, doesn't appear outwardly educational, but I have found this app is extremely useful for many kids I work with. When children are upset, the Koi pond provides a calming environment right at their finger tips. The children can splash the water, feed the fish, and organize lily pads until they calm down. For children who have frequent meltdowns, this app can be an invaluable tool to keep them in the classroom.
Endless ABC:
The first app, Endless ABC, is a highly popular app that teaches vocabulary and letter sounds. The user spells words by dragging the letter to the appropriate spot (like a puzzle). As the user drags the letter, the letter speaks the letter sound in a goofy voice. The letter "L" says, "la-la-la-la," and the vowels change their sound based on how they are used in the word, so the letter "E" could say, "eee," or "eh-eh-eh." Once the user spells the letter, a short animation, featuring cute monsters, is played that teaches the definition of the word. The word, "courageous," for example, shows a monster jumping out of a plane with a parachute. The kids I have worked with have all LOVED this game and crack up at the funny letter sounds. We have even been using it to help my niece make correct letter sounds, as she has been making a T sound instead of a K or hard C sound. It is helping her learn the difference between the letters. Highly recommended.
Inspire Pro:
Inspire Pro is an art app where the user can draw using a finger or a stylus. There is a wide variety of colors and tools to choose from, and the user that create simple scribbles or detailed drawings. This can even be used as a fun way to practice writing letters and words. It is easy to work once you know where are the tools are located, and kids like being able to draw whatever they like even when a pad of paper is not available. If all your students have a school iPad, then this is an app they can use quietly if they finish their work early.
Pocket Pons
The Pocket Pons app, which features an interactive Koi pond with fish, lily pads, and dragonflies, doesn't appear outwardly educational, but I have found this app is extremely useful for many kids I work with. When children are upset, the Koi pond provides a calming environment right at their finger tips. The children can splash the water, feed the fish, and organize lily pads until they calm down. For children who have frequent meltdowns, this app can be an invaluable tool to keep them in the classroom.
Tuesday, December 6, 2016
Best Low-Tech and High-Tech Items for the Classroom
I will be featuring two low-tech items and two high-tech items, all of which would make a great addition to the classroom. They all foster learning in different ways, but the main goal of any technology is to keep the child engaged so learning can take place.
One of the most essential low-tech toys is the band in a box! This is a great item for circle time, because it gives the children the ability to participate while still remaining in their spots. The musical instruments get the wiggles out without too much wiggling. They can be used to teach rhythm, patterns, and taking turns. The picture shows a Melissa and Doug band in a box, and includes a tambourine, maracas, a triangle, symbols, a rhythm stick, and a clapper.
The next low-tech item is a paper roll dispenser. This dispenser holds blank paper and can be cut off in small pieces for individual projects or in a long strip for group coloring activities. The dispenser is a lovely feature because it can be left out on the table without worrying about the roll of paper falling, tearing, or getting bent.
My first high-tech item is an interactive globe. Geography can be a hard concept for children to grasp, because they are born with an egocentric nature. An interactive globe teaches them about the world around them in a fun and engaging way. The "smart pen" allows children to explore the globe and learn fun facts about each country.
The second high-tech item is the Math Mat Challenge electronic game, and can help foster a child's math skills as well as gross motor skills and listening skills. You can choose a counting game, an addition game, and a subtraction game. The game will ask a question, such as, "what is 3 + 2?" The child then has to tap, slap, or jump on the correct number within a certain amount of time. The game speeds up as the child answers questions correctly to keep the child challenged and engaged. This would be a good game for a small group time with the help of an assistant teacher. Math is a hard subject for a lot of children, so adding movement can help engage children who don't like math.
Technology for the Classroom: Leap Start Interactive Learning System
I recently created a handout about introducing a new technology to my classroom: The Leap Start Interactive Learning System. It talks about the Leap Start system and how I would introduce it to my classroom. I liked the idea of the Leap Start System because there is no screen involved-- It's just a device with interchangeable books on a wide variety of subjects! The device fosters independent learning because the device talks the user through the pages. Take a look at my handout and see if it would be something you would include in your classroom. The device itself costs $39.99 and each book costs $12.99.
Newest Media Guidelines From The American Academy of Pediatrics
In November, the American Academy of Pediatrics came out with their newest guidelines on properly using digital media with young children. Previously, the AAP recommended that children under the age of two do not view any digital media, and that children 2-5 should be limited to an hour a day. Now that technology is making its way through every aspect of our daily lives, the AAP has updated their recommendations to accommodate the constant presence of technology. It is now recommended that children under the age of eighteen months should not be exposed to any digital media, with the exception of video-chatting friends and family members. The AAP highlighted the value of video-chatting because it is a social activity and it can help the infant connect with family and friends wherever they are. From age eighteen months to two years, families can start introducing digital media slowly. This digital media should be high quality and most importantly, should be co-viewed, meaning that parents and children should view the digital media together. The AAP focused heavily on the idea that digital media should not serve as an electronic babysitter. Even children age 2-5, who can view up to an hour of digital media daily, should not be left alone with technology. The AAP acknowledges that technology is becoming a major part of our lives, but they say that it is important that the digital media that children view should be high quality and co-viewed. I like the new recommendations. How about you? Below is a link to the full article from the AAP about their updated guidelines.
AAP Media and Young Minds
AAP Media and Young Minds
Technology For a Safer Night's Sleep: Owlet Baby Care
Sudden Infant Death Syndrome, or SIDS, is the death of an infant that is unexplained even after being investigated. This typically happens to children under the age of one, and is a major cause of worry for new parents. The Owlet Baby Monitor is worn on the baby's foot like a sock, and monitors the infant's heart rate and blood oxygen levels. The monitor sends information to the parent's phone via bluetooth, and will alert you if your child stops breathing. Owlet uses the same technology used in hospitals, and has gone through over 100,000 hours of testing to ensure that the technology is accurate and helpful. This can even be used without a smart phone, as the base (which would be located in the parent's room) can also alert the parents if the child stops breathing. This technology can be extremely helpful in giving parents peace of mind, knowing that if something is wrong with their child, the Owlet will alert them. Other than using the Owlet baby monitor, placing the child on their back to sleep, keeping the child cool, and leaving stuffed animals, blankets, and pillows, out of the crib can also greatly reduce your child's risk of SIDS. The Owlet costs $249 and can be purchased on their website, Target, and Amazon. Below is a link to the website so you can further investigate this interesting technology.
Owlet Baby Monitor
Owlet Baby Monitor
Catering To Students With Special Needs: Technology for Physical Development
This is the fourth and final installment in the series about catering to students with special needs. This section focuses on physical development, which can mean anything from standing, walking, holding a pencil, or feeding oneself. I have personally used both of these tools to help a child learn to stand and walk independently. When I first starting working with him, he couldn't even sit up on his own, and with the help of these tools, he can walk mostly independently (while using the tools) and is getting better at standing without support as well.
Nimbo Rehab Lightweight Posterior Posture Walker
http://www.drivemedical.com/index.php/nimbo-lightweight-gait-trainer-841.html
How it should be introduced to and used by the child in need:
We introduced the Nimbo walker to the child in need firstly by calling it a fun name. We called it his “car” and made cute “vroom” sounds when it was used. This put a positive association with the walker. We started by picking him up and positioning his body and hands where they needed to be to use the walker. We held his hands in place and pushed the walker while singing his “walking song,” while he moved his legs. We praised him any time he tried to move the walker by himself. This walker can be used forwards only, or you can allow the child to walk forwards and backwards. The child in need should be supervised while using the walker to ensure their safety.
How it should be introduced to other children:
Other children should know that the child in need is using the walker to learn how to walk. It is always good to remind the other children that they love to walk and run and play, and the child in need wants to learn how to do all those things as well. I personally avoid using the comparison, “like a baby learning to walk,” because it can make the child in need seem like he is not a peer to the other children.
Goals for the child’s use of technology:
The goal of a walker is to help strengthen the child’s leg muscles and core muscles. We want the walker to strengthen his muscles enough to where the child can walk unassisted if the child’s conditions allow it. The walker is a tool and if it’s possible, we would like the child to eventually walk without it.
How the child’s development will be assessed:
I would assess the child’s development by rating how the child is progressing in their physical development on and off the walker. I would make notes of how long the child can walk using the walker, how their muscles are developing, and what the child can do off the walker. If it seems that the walker is contributing to the child’s increased muscle strength and overall sense of independence, then we would conclude that the walker is helping the child and continue using it as part of the child’s treatment.
Ankle and Foot Orthotics (AFOs)
http://www.cerebralpalsy.org/information/mobility/orthotics
How it should be introduced to and used by the child in need:
I personally have introduced AFOs to a child, and they can be hard to adjust too. I recommend only having the child wear the AFOs for short periods of time at first. We put the AFOs on while the child watched a television show or played on the iPad, and we took them off when the show or game time was done. The child I nannied for would then only wear them during his therapies so he could have increased stability and reduced muscle weakness. We then transitioned to having him wear the AFOs during preschool as well. He learned to be comfortable with the AFOs because they helped him balance better and allowed him to move more independently.
How it should be introduced to other children:
The AFOs are often covered with long pants, but when the child was wearing shorts, we did our best not to draw attention to them. If other children asked about the AFOs, we would tell them that the AFOs were helping him to learn to walk so he can be just like you (other children). Children are very accepting of the AFOs because they like to walk and run and play.
Goals for the child’s use of technology:
Some of the goals for children who use AFOs outlined on the cerebral palsy website include having an increased range of motion, stronger muscles, more endurance, better coordination, and an overall increased sense of independence.
How the child’s development will be assessed:
We can assess how the child’s development is progressing by looking at the overall goals of using AFOs and rating how quickly the child is meeting those goals. I would rate the child’s muscle strength, endurance, etc; before using AFOs, after a week or a month using AFOs, and so on. This will help me keep track of how the AFOs are helping the child in need.
(Picture shows a child I worked with who uses both AFOS and the Nimbo walker with much success. He is able to walk mostly independently as long as someone is close behind him to occasional help him steer. Picture was taken and used with his mother's permission.)
Catering To Students With Special Needs: Technology for Social and Emotional Development
This is the third installment in the series about catering to students with special needs. This post includes products that will help children in need gain social and emotional skills necessary for every day life. Kids with a wide variety of disabilities and challenges suffer from a lack of social and emotional skills, which makes these products a priceless addition to the classroom.
Feelings Wheel
https://skinnurse.wordpress.com/2015/05/16/the-pie-approach-to-helping-kids-manage-emotions/
How it should be introduced to and used by the child in need:
This low-tech item has been used often to help children express their emotions. Children benefit greatly from being able to communicate how they feel, and teachers benefit from being able to understand the needs of the children. The feelings wheel should be used by the teacher first. I would spin the wheel to reveal different emotions and say to the student, “I am feeling happy today because I get to be with all my students today. How do you feel?” I would give the wheel to the child and let them choose how they feel. I would then comment on their choice and depending on whether or not the child was verbal, I would ask them to explain why they are feeling that particular emotion.
How it should be introduced to other children:
I would like to have an emotions unit in my class to involve all of the children. I would teach the children different ways to express emotions, such as their facial expressions, their words, and the feelings wheel. It’s a good idea to let the children know that the feelings wheel is available to them if they feel I am not understanding their emotions. I think the feelings wheel is a great tool for all my kids to use when they are having a hard time using their words, but I would make sure the child in need always has a feelings wheel to express their emotions more effectively.
Goals for the child’s use of technology:
The goal for the feelings wheel is that I can communicate with the child in need in an effective manner that helps the child have their needs met. I don’t want the child to feel ignored, and it is often hard to guess the needs of a child who is upset. I want the child to feel like they can come to me and tell me how they are feeling. We want children to be able to process their emotions, identify their feelings, and then express those feelings in a safe and appropriate manner.
How the child’s development will be assessed:
I will assess the child’s emotional development by measuring tantrums. I am hoping that the feelings wheel will decrease meltdowns because the child has learned to express their emotions in other ways besides breaking down. I will know that the feelings wheel is helping the child when the child can come to me, show me the emotion they are feeling, and let me help them work through that emotion if needed.
“How Would You Feel If...” App
https://itunes.apple.com/us/app/how-would-you-feel-if-.../id459752073?mt=8
How it should be introduced to and used by the child in need:
I would model how to play the game “How Would You Feel If...” and then invite the child to play. The app has flashcards that ask how the player would feel in a certain situation. I would pick a flashcard, like, “how would you feel if you got lost in the mall?” I would tell the child I would feel scared because I wouldn’t know how to find my way back home. I would then invite the child to pick a flashcard and share how they would feel in that situation.
How it should be introduced to other children:
I think this app will be best played with an adult in a small group or one-on-one. I would explain to the other children not playing the app that the child or children in need are doing a lesson, and I would not mention the fact that it is on the iPad. I would tell the other children that everyone needs to respect their space while they learn a lesson. Then, I would involve the other children in their own activity.
Goals for the child’s use of technology:
One of the goals for using this app would be to help the child in need become more familiar with social situations. By working out the emotions ahead of time, if they do get lost in a mall, for example, they are familiar with how they feel and what they should do about it. I would help the child find solutions to the problems on the cards so when they come across social situations, I hope it would be easier for the child in need to react appropriately.
How the child’s development will be assessed:
This app includes many social situations found outside of the classroom, and so this would be a good time to conduct a parent survey. I would ask the parent of the child in need how the child reacts in social situations, and tell me if the child is shy, unsure, loud, or hyper. After a number of lessons using the flashcards, I would reevaluate the child by having the parent repeat the survey and see if there is any improvement in the child’s social skills as well as if they react appropriately with emotions that match the situation.
Feelings Wheel
https://skinnurse.wordpress.com/2015/05/16/the-pie-approach-to-helping-kids-manage-emotions/
How it should be introduced to and used by the child in need:
This low-tech item has been used often to help children express their emotions. Children benefit greatly from being able to communicate how they feel, and teachers benefit from being able to understand the needs of the children. The feelings wheel should be used by the teacher first. I would spin the wheel to reveal different emotions and say to the student, “I am feeling happy today because I get to be with all my students today. How do you feel?” I would give the wheel to the child and let them choose how they feel. I would then comment on their choice and depending on whether or not the child was verbal, I would ask them to explain why they are feeling that particular emotion.
How it should be introduced to other children:
I would like to have an emotions unit in my class to involve all of the children. I would teach the children different ways to express emotions, such as their facial expressions, their words, and the feelings wheel. It’s a good idea to let the children know that the feelings wheel is available to them if they feel I am not understanding their emotions. I think the feelings wheel is a great tool for all my kids to use when they are having a hard time using their words, but I would make sure the child in need always has a feelings wheel to express their emotions more effectively.
Goals for the child’s use of technology:
The goal for the feelings wheel is that I can communicate with the child in need in an effective manner that helps the child have their needs met. I don’t want the child to feel ignored, and it is often hard to guess the needs of a child who is upset. I want the child to feel like they can come to me and tell me how they are feeling. We want children to be able to process their emotions, identify their feelings, and then express those feelings in a safe and appropriate manner.
How the child’s development will be assessed:
I will assess the child’s emotional development by measuring tantrums. I am hoping that the feelings wheel will decrease meltdowns because the child has learned to express their emotions in other ways besides breaking down. I will know that the feelings wheel is helping the child when the child can come to me, show me the emotion they are feeling, and let me help them work through that emotion if needed.
“How Would You Feel If...” App
https://itunes.apple.com/us/app/how-would-you-feel-if-.../id459752073?mt=8
How it should be introduced to and used by the child in need:
I would model how to play the game “How Would You Feel If...” and then invite the child to play. The app has flashcards that ask how the player would feel in a certain situation. I would pick a flashcard, like, “how would you feel if you got lost in the mall?” I would tell the child I would feel scared because I wouldn’t know how to find my way back home. I would then invite the child to pick a flashcard and share how they would feel in that situation.
How it should be introduced to other children:
I think this app will be best played with an adult in a small group or one-on-one. I would explain to the other children not playing the app that the child or children in need are doing a lesson, and I would not mention the fact that it is on the iPad. I would tell the other children that everyone needs to respect their space while they learn a lesson. Then, I would involve the other children in their own activity.
Goals for the child’s use of technology:
One of the goals for using this app would be to help the child in need become more familiar with social situations. By working out the emotions ahead of time, if they do get lost in a mall, for example, they are familiar with how they feel and what they should do about it. I would help the child find solutions to the problems on the cards so when they come across social situations, I hope it would be easier for the child in need to react appropriately.
How the child’s development will be assessed:
This app includes many social situations found outside of the classroom, and so this would be a good time to conduct a parent survey. I would ask the parent of the child in need how the child reacts in social situations, and tell me if the child is shy, unsure, loud, or hyper. After a number of lessons using the flashcards, I would reevaluate the child by having the parent repeat the survey and see if there is any improvement in the child’s social skills as well as if they react appropriately with emotions that match the situation.
Catering To Students With Special Needs: Technology For Communication Development
Here is the second installment in the series about helping students with special needs succeed in the classroom. This entry focuses on helping children with communication difficulties have a voice so we can better understand their needs. I have personally used these tools and they have been great resources to help a child "speak" their needs.
Sounding Board:
(https://itunes.apple.com/us/app/soundingboard/id390532167?mt=8)
How it should be introduced to and used by the child in need:
The sounding board app is used to help children who are non verbal to speak. There are pre-loaded words and phrases like, “hello,” “yes,” “no,” and “all done.” Users can also record their own words and upload pictures for their favorite toys, family pets, or classroom materials. I would upload pictures and record words for common classroom materials and people, like, “teacher,” “friends,” “pencil,” and “paper.” I would also make sure there are common communication words (yes, no, help me, all done, etc.) available. I would show the child how to tap the word and then show them the item. I would tap “teacher” and point to myself. I would tap “pencil” and give the child a pencil.
How it should be introduced to other children:
I would first let them know that the tablet is not a toy, it is a communication tool. I would let the other children know that the student needs help talking, and this is the tool to help them do so. I would ask the children how they would feel if they couldn’t say anything, and tell them this is how our student feels, so we are using the app to give him a voice. I would also let the children know if they hear the student speaking through the app, help them get what they need or get a teacher to help.
Goals for the child’s use of technology:
The main goal for the child using the sounding board app is that they become more involved in the classroom, and they get to make more choices. Often times we guess what non verbal children need without giving them a voice, and the app would give the child more freedom to express their wants and needs. As they listen to the word being said and learn new vocabulary, if they do become verbal, they will have the words to speak their needs.
How the child’s development will be assessed:
I would assess the child by viewing how involved the child is in the classroom, and also chart their moods and decision making abilities. I would look for improved mood, how many times the child gets involved in class, and their satisfaction with making decisions. My hope would be that when the child makes the choice between apples and grapes, they will be happier and more satisfied than if we picked one for them. Over time, I would see if the sounding board app increased their ability to participate in class and communicate with teachers and students, as well as improve decision making abilities.
Sounding Board:
(https://itunes.apple.com/us/app/soundingboard/id390532167?mt=8)
How it should be introduced to and used by the child in need:
The sounding board app is used to help children who are non verbal to speak. There are pre-loaded words and phrases like, “hello,” “yes,” “no,” and “all done.” Users can also record their own words and upload pictures for their favorite toys, family pets, or classroom materials. I would upload pictures and record words for common classroom materials and people, like, “teacher,” “friends,” “pencil,” and “paper.” I would also make sure there are common communication words (yes, no, help me, all done, etc.) available. I would show the child how to tap the word and then show them the item. I would tap “teacher” and point to myself. I would tap “pencil” and give the child a pencil.
How it should be introduced to other children:
I would first let them know that the tablet is not a toy, it is a communication tool. I would let the other children know that the student needs help talking, and this is the tool to help them do so. I would ask the children how they would feel if they couldn’t say anything, and tell them this is how our student feels, so we are using the app to give him a voice. I would also let the children know if they hear the student speaking through the app, help them get what they need or get a teacher to help.
Goals for the child’s use of technology:
The main goal for the child using the sounding board app is that they become more involved in the classroom, and they get to make more choices. Often times we guess what non verbal children need without giving them a voice, and the app would give the child more freedom to express their wants and needs. As they listen to the word being said and learn new vocabulary, if they do become verbal, they will have the words to speak their needs.
How the child’s development will be assessed:
I would assess the child by viewing how involved the child is in the classroom, and also chart their moods and decision making abilities. I would look for improved mood, how many times the child gets involved in class, and their satisfaction with making decisions. My hope would be that when the child makes the choice between apples and grapes, they will be happier and more satisfied than if we picked one for them. Over time, I would see if the sounding board app increased their ability to participate in class and communicate with teachers and students, as well as improve decision making abilities.
Talkables Visual Message Communicators:
(www.rehabmart.com/product/talkables-visual-message-communicators-31970.html)
How it should be introduced to and used by the child in need:
The Talkables Visual Message Communicators has three different colored buttons, and each button has a place to hold a picture card and 15 seconds of recording time to record a word or phrase. You can record common phrases for the child, such as “yes,” “no,” and “all done.” There would be picture cards with the written words on each button. I would ask the child a question and encourage the child to hit a button. For example, I would ask, “Do you want to play with blocks?” If the child hit yes, I would give them the blocks. This would teach them that the buttons speak words that help them get the things they want and need.
How it should be introduced to other children:
I would first let them know that the tablet is not a toy, it is a communication tool. It may look fun, but the child needs the buttons to help them speak words. As with the sounding board app, I would ask the children how they would feel if they couldn’t say anything, and tell them this is how our student feels, so we are using the buttons to give him a voice. I think it is also very important to let the children know if they hear the student speaking through the buttons, help them get what they need or get a teacher to help. This way, students are interacting with the non verbal student too.
Goals for the child’s use of technology:
The main goal is that the child is able to have a voice when they use the Talkables Visual Message Communicators. I want the buttons to increase the child’s vocabulary and create a more “talkative” child. With the a voice, I would hope that the child would also have increased social skills and be able to socialize with their teachers and peers. It will be easier for the child to communicate their needs during school and it will be easier for me as a teacher to meet the child’s needs.
How the child’s development will be assessed:
I would assess the child by viewing how much “talking” the child does in class, and how effective their communication is. At first, the child may just hit buttons randomly, but as they build association between the buttons and certain words, my hope is that they will use the buttons to say what they need. I would love to have teacher’s aides and other students attempt to communicate with the child and report how effective it was and if they could understand what the child needed.
Catering To Students With Special Needs: Technology for Cognitive Development
This post is the start of a new series that features products to help students with special needs succeed in the classroom. Thankfully, there are many items that have been created to make it easier for these children to stay calm, focus on their work, and communicate with others. Today we will focus on products that encourage cognitive development. I will explain the item, how it should be introduced to the child in need as well as other children, and how the item should help the child in need function better in your classroom. I will also include the link to the item if you would like to purchase it for your classroom!
ABC Genius App:
(https://itunes.apple.com/us/app/abc-genius-preschool-games/id676147685?mt=8)
How it should be introduced to and used by the child in need:
If the child is not familiar with an iPad I would let them hold it and explain that it will help them learn. I would sit next to the child and play the game while the child watched, explaining my actions as I went along. The ABC genius app first has the player click on a letter to hear the sound it makes. Then, the player uses their finger to trace the letter. After that, the player is shown pictures of objects, and they must click the objects that start with the chosen letter. This game would best be played by the child with close adult supervision and guidance. The caregiver can name the objects on the screen and say the letter, and even hold the child’s hand to help them trace the letter.
How it should be introduced to other children:
This is a good technology to introduce to other children as well, as it can be played by any child. I would let the other children know that the child in need is using the iPad to learn, but the iPad could be used by anyone during a free play time, perhaps one or two children a day get a turn. That way, the children can get a taste of the iPad, and will let the child in need have their turn when they need it to learn.
Goals for the child’s use of technology:
Short term, I would like the app to keep the attention of the child in order for them to learn. A big part of cognitive development is problem solving skills, which is something I’d hope the app would help them develop over time. The ABC genius app allows the child to make choices and figure out what pictures start with the chosen letter. The child also gets to learn letter sounds, how to write letters, and new vocabulary words. This app is beneficial for children who are non-verbal, because they get to click pictures and hear sounds and express their knowledge even though they can’t use words.
How the child’s development will be assessed:
I would assess the child’s development by making notes of their progress when using the app. For example, I could assess their letter writing skills on the app and see if the app is helping them writer neater letters. I could also assess their ability to choose correct pictures. My hope would be that as their vocabulary improves, it would be easier for them to make correct choices, and make the choices quicker. I would also hope that the app would keep their attention long enough for them to learn.
Tangle Creations Therapy Toy:
(http://www.tangletherapy.com)
How it should be introduced to and used by the child in need:
The child in need can use the tangle toy for many reasons. One of the popular uses for the tangle toy is to give the child’s hands something to do while their mind is working. Children can also use it as a relaxation tool, and to improve finger and hand muscle strength. I would show to child how to tangle and untangle the toy and then give it to them to try.
How it should be introduced to other children:
Other children can use the tangle toy too, but I would let the other children know that the child in need is going to be using the tangle toy so they can learn better. The tangle toy could benefit every child, so I would leave a few out during free play time for children to explore.
Goals for the child’s use of technology:
Short term, I would hope that the tangle toy will help the child stay engaged in lessons long enough to learn and pick up the material. Over time, I would hope that the tangle toy can help children learn problem solving skills, in the sense that they can learn to know when use the tangle toy to help them pay attention, or calm down. If a child takes apart the tangle toy and puts it back together, that gives them a puzzle to solve, also boosting cognitive development.
How the child’s development will be assessed:
I would asses the child’s ability to focus in class when using the tangle toy versus not having anything in their hand. If the child is able to listen to directions, participate in lessons, and remain calm and relaxed, I would know that the tangle toy having a positive impact on the child. I could also asses their ability to take the toy apart and put it together, and note the speed at which they complete the puzzle, and also how long they pay attention to the tangle toy. An increased attention span shows an improvement in cognitive development, so that is something I would look for also.
ABC Genius App:
(https://itunes.apple.com/us/app/abc-genius-preschool-games/id676147685?mt=8)
How it should be introduced to and used by the child in need:
If the child is not familiar with an iPad I would let them hold it and explain that it will help them learn. I would sit next to the child and play the game while the child watched, explaining my actions as I went along. The ABC genius app first has the player click on a letter to hear the sound it makes. Then, the player uses their finger to trace the letter. After that, the player is shown pictures of objects, and they must click the objects that start with the chosen letter. This game would best be played by the child with close adult supervision and guidance. The caregiver can name the objects on the screen and say the letter, and even hold the child’s hand to help them trace the letter.
How it should be introduced to other children:
This is a good technology to introduce to other children as well, as it can be played by any child. I would let the other children know that the child in need is using the iPad to learn, but the iPad could be used by anyone during a free play time, perhaps one or two children a day get a turn. That way, the children can get a taste of the iPad, and will let the child in need have their turn when they need it to learn.
Goals for the child’s use of technology:
Short term, I would like the app to keep the attention of the child in order for them to learn. A big part of cognitive development is problem solving skills, which is something I’d hope the app would help them develop over time. The ABC genius app allows the child to make choices and figure out what pictures start with the chosen letter. The child also gets to learn letter sounds, how to write letters, and new vocabulary words. This app is beneficial for children who are non-verbal, because they get to click pictures and hear sounds and express their knowledge even though they can’t use words.
How the child’s development will be assessed:
I would assess the child’s development by making notes of their progress when using the app. For example, I could assess their letter writing skills on the app and see if the app is helping them writer neater letters. I could also assess their ability to choose correct pictures. My hope would be that as their vocabulary improves, it would be easier for them to make correct choices, and make the choices quicker. I would also hope that the app would keep their attention long enough for them to learn.
Tangle Creations Therapy Toy:
(http://www.tangletherapy.com)
How it should be introduced to and used by the child in need:
The child in need can use the tangle toy for many reasons. One of the popular uses for the tangle toy is to give the child’s hands something to do while their mind is working. Children can also use it as a relaxation tool, and to improve finger and hand muscle strength. I would show to child how to tangle and untangle the toy and then give it to them to try.
How it should be introduced to other children:
Other children can use the tangle toy too, but I would let the other children know that the child in need is going to be using the tangle toy so they can learn better. The tangle toy could benefit every child, so I would leave a few out during free play time for children to explore.
Goals for the child’s use of technology:
Short term, I would hope that the tangle toy will help the child stay engaged in lessons long enough to learn and pick up the material. Over time, I would hope that the tangle toy can help children learn problem solving skills, in the sense that they can learn to know when use the tangle toy to help them pay attention, or calm down. If a child takes apart the tangle toy and puts it back together, that gives them a puzzle to solve, also boosting cognitive development.
How the child’s development will be assessed:
I would asses the child’s ability to focus in class when using the tangle toy versus not having anything in their hand. If the child is able to listen to directions, participate in lessons, and remain calm and relaxed, I would know that the tangle toy having a positive impact on the child. I could also asses their ability to take the toy apart and put it together, and note the speed at which they complete the puzzle, and also how long they pay attention to the tangle toy. An increased attention span shows an improvement in cognitive development, so that is something I would look for also.
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