Support Strategies Presentation Transcript

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Arizona State University, Tempe *

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427

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Sociology

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Feb 20, 2024

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ECS 427 Lesson 5 Presentation Transcript - Support Strategies 0:00 Slide One: In this section, we’re going to talk about support strategies, and support strategies specifically around adult support, peer support, and invisible support. 0:11 Slide Two: As a result of this presentation, you will be able to explain and use types of curriculum modifications that we’re going to discuss, which include adult, peer, and invisible supports. 0:22 Slide Three: In today’s session, we are going to focus in -- remember when we talk about types of curriculum modification, all of these are included. But specifically for this presentation, we’re going to focus in on adult, peer, and invisible support. We’ve already had some opportunities to discuss these other -- environmental, materials, simply, child preferences, special equipments. 0:44 Slide Four: So let’s get into it, we’re going to discuss first the strategy of providing adult support. 0:52 Slide Five: Adult support is around having an adult intervene to support the child’s participation and learning within the classroom, within the activity, within the transition. So thinking through how we might provide additional support strategies for specific students. Sometimes for students that need additional support and being able to participate, and sometimes it’s a way to make the activity or interaction more challenging so students will maintain engagement. 1:24 Slide Six: Again, teachers work hard to develop lessons and get each individual child actively involved in learning. Even with the most thoughtful lesson plans and well-structured classrooms, some children still struggle to participate or to maximize their potential. Simple modification to the curriculum, such as the use of adult support, can help these children progress. More specifically, teachers who modify activities and materials based on individual needs and strengths ensure that children are not bound by a single way of participating. Successful learning can then take place in a variety of ways. We’ve been talking about how access and participation equals increased learning. ● Modifications provide access to planned activities, interactions, and routines. ● Increased access leads to a higher level of participation. ● Participating in a meaningful way provides greater opportunity for learning. 2:33 Slide Seven: Adult support can be a particularly effective way to support a struggling child when the adult has built a relationship of trust and care with the child.

Once rapport is established, adult support: ● Can bring a sense of security and connection to the child’s learning experience. ● Can be carefully timed to encourage participation and prevent problem behaviors. ● Requires no additional resources beyond a teacher’s patience and skills. In order to increase a child’s participation, you as the adult can: ● Join in the child’s play. ● Use praise and encouragement. ● Provide a model. 3:24 Slide Eight: Joining in the child’s play – sometimes all that is needed to help a child be more successful in an activity is the presence of a trusted adult. By joining in the child’s play, the adult has a front row seat to the child’s success and struggles. The adult can provide timely encouragement and supportive comments. It also provides opportunities to facilitate higher levels of play and to prevent discouragement or frustration. By being there, showing interest, and offering comments, the adult can: ● Draw attention to the child’s success. ● Convey that the child is important to that adult. ● Slow down the pace of the activity. ● De-escalate conflict. ● Provide gentle reminders using touch and words. ● Offer praise and encouragement. ● Model new skills. There are times when a skilled adult is able to offer just the right amount of support in that moment. However, this strategy works best when it’s planned to fit the child’s needs and when it is executed with intention. This ensures that an adult is present at critical times and the child has the opportunity to engage successfully in the activity. For Photo 1, here on the left, a child is repetitive in her dramatic play and spends most of her time trying on the same costumes. The adult – for the modification – the teacher invites the child to join her peers at the table for a pretend feast. His presence and encouragement give her the confidence to expand her play. In Photo 2, this child is usually hesitant to touch and explore different materials with his hands. His parents are concerned that this is limiting his play experience. So the teacher joins him at the paint station. By being there, offering smiles, and commenting on his willingness to try new things, she gives him the confidence to expand his sensory experience. 5:40 Slide Nine: When an adult has intentionally joined in a child’s learning experience, praise and encouragement are positive ways to increase the child’s level of persistence and participation in an activity, really building on the child’s strengths.

When an adult can help a child continue in a challenging activity or a routine by simply drawing attention to what the child is already doing well, with persistence comes increased self-confidence and expanded learning opportunities. Encouragement – an adult can encourage new skill or a higher level of participation by making comments and new suggestions that build on the child’s current strengths. The adult can also encourage a child to persist by taking turns with the child in multiple step tasks or projects. There are lots of ways for us to share or provide praise or encouragement. You can: ● Give eye contact and a smile. ● Give a thumbs up, high five, or other affirming gestures. ● Call the child by name. ● Profile the child in an announcement or song. ● Praise the child’s strengths. ● Narrate what is being done well, so the child can learn from his or her participation. Praise and encouragement can be used to: ● Prevent or diffuse a child’s frustration. ● Encourage a child to persist or increase their effort. ● Build a child’s self-confidence. ● Give the child the sense of security needed to take risks and try new skills. As you can see in Photo 1, the child often seems discouraged when she tries to write her name. A preferred teacher is present to point out the letters the child had written clearly, and to encourage her to try writing her name one more time. The child persists and the teacher shares in her success. In Photo 2, a child is working to increase leg strength by moving up and down stairs with support. The teacher knows that this activity is challenging for the child. She offers praise and encouragement to build his confidence and keep him moving. 8:04 Slide Ten: To support the child’s participation and learning, an adult can also model how to expand on an existing skill or perform a new skill. In some cases, that might be all the child needs. In other cases, the child might need some physical support at first (like making motions to songs during circle time, cutting with scissors, climbing a new structure, pedaling a bike, or cutting food with utensils). The additional support helps children experience success when they are close, but not quite ready, to perform the skill independently. A model can be demonstrated: ● Face to face ● In a photograph or a drawing ● In a video

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