The Importance Of Video Modeling Model

As the pupils come more mature, they can be given tasks that require them to make their own decisions and choices. The pupils will need to be given guidance as to how they can think the process through to help them to do this.

Did you know that play expands a child’s learning and development? Once parents understand that play is crucial in their child’s life then they can begin to help their son or daughter be the best he or she can be. According to Lev Vygotsky “play shapes how children make sense of their worlds, how they learn thinking skills, and how they acquire language.” After spending time at the Bombeck Center I learned that children play in many diverse ways, thus learning numerous new things within each center in which they interact. Lev Vygotsky along with Jean Piaget researched the need for guided social interaction as well as the necessity for spontaneous, self-discovered learning. The Bombeck Center focuses on a play-based learning curriculum to ensure a child’s ability to access social interactions and self-discoveries at the tip of their fingers.

In order for a child to develop productive social skills, it is important to choose toys to enhance active, imaginative play, and discourage time at the computer or television. A game in which a child is encouraged to think for themselves rather than sit motionless staring at an electronic screen, is better for the development of the child’s social skills (Moore, 2). Time spent with other children, rather the child’s own age or older, will help develop necessary social skills that will stick with the child through adulthood (Roode, 1). From the day they are born, infants and children begin to form relationships, these relationships eventually deepen and enable them to handle future relationships with others outside their initial circle (Roode, 1). The ability for a person to build and further relationships, make moral judgments, etc. can be enhanced with games played with a group of children, stuffed animals, puppets or instruments (Roode, 1).

Categories of Play Kerri engaged in play and exploratory/sensorimotor play and relational/functional throughout the video. Examples of exploratory/sensorimotor play included shaking and banging of a hair brush. Relational/functional play examples included appropriately stacking rings, use of a baby bottle directed toward self and adult, functionally stacking cups, engaging appropriately in a farm pop-up game, pushing buttons on a phone and putting the phone up to her ear, and functionally putting rings into according slots. Overall, relational/functional play was displayed more during the session. Attention Span Kerri was occupied the most with the rings and slot game.

Video modeling is a promising behavioral technique that falls under the category of assistive technology. It is thought to be a beneficial learning tool because it combines the power of observational learning, also known as modeling, with the apparent tendency of individuals with ASD to be particularly responsive to visually cued instruction. Video modeling is a procedure of videotaping targeted behaviors in order to expand the learner’s capability to memorize, imitate, and generalize or adapt targeted behaviors (Neumann, 2004). Over the last three decades, the research has shown success when video modeling is used for teaching individuals with ASD a variety of social, academic, functional, and recently vocational skills. However, little research has been conducted on using video modeling to teach behavior expectations during whole group learning. The purpose of this study was to determine the effectiveness

This is providing opportunities for collaborative learning with adults and this allows for the practice of skills. Play has a big effect on a child’s life. It also gives a big role to a child’s life. Play benefits a child mentally, emotionally, and socially because it helps the child’s development during the childhood stage. A child develops mental skills through play by language, they learn words through friends and hearing words

them afraid of making a decision, instead teach them the right or better way to do something. Not being afraid of

By offering a variety of options for parental involvement (NQS PLP, 2012), teachers provide parents with freedom of choice.

She gained little information about the toy itself, but gained a lot of information on the impact of the toy. Prior to watching the video film, the researcher had very little knowledge on what LEGOS could do for people mentally besides just to have fun by playing with a toy. The researcher learned that LEGOS can help people become less stressed, less anxious, and also can help a child with autism become more social. The researcher also learned that this toy is popular worldwide, and not just in the United States. This documentary helped the researcher understand that LEGOS can be more than just a toy to play with; the toy can be a stress-reliever and a therapeutic session.

If we want to teach our children how to choose wisely, we must give them opportunities to choose and, if necessary, to make mistakes.

The goal of Choice-Making Strategies allows the child to indicate their preferred want as well as provide an opportunity to communicate. Choices can be presented throughout the day in a variety of settings such as meal time, playtime, and daily routines. This goal consists of offering two favorable objects to encourage the child to participate in play. The communication process will be determined and accepted when the child reaches out to touch the desired item at least five times a day for 2 weeks.

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

There are so many factors that can influence a child’s decision making. Consider the reality that not all children is born into a rich family, with royalty, and poor.

We know that young children develop social skills through play, and that they develop critical thinking skills and language is enriched and vocabulary increased. Play, especially make-believe play, aids in the child's development of the execution function, which is a key role in the child's ability to self-regulate. The curriculum "Tools of the Mind" approaches learning as socially mediated by peers and focused on play.

Requires children to find new ways of expressing more complex thoughts depending on their situation.