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PRESENTATION AT 29th ISPA COLLOQUIUM MEETING INDIVIDUAL COMMUNITY NEEDS

Title MEDIATED PLAY EXPERIENCE Dr Zahirun Nessa Sayeed . . CHILD'S PLAY (Sayeed and Guerin, 1997, p.46) . A child's play is elicited in response to a person/object in a context where he/she feels secure. Over time the child expends physical and mental energy for pleasure through the application of skills such as improvisation and creativity. .

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PRESENTATION AT 29th ISPA COLLOQUIUM MEETING INDIVIDUAL COMMUNITY NEEDS

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    1. PRESENTATION AT 29th ISPA COLLOQUIUM (MEETING INDIVIDUAL & COMMUNITY NEEDS) 24 - 28 JULY 2007 Tampere Finland

    2. Title MEDIATED PLAY EXPERIENCE Dr Zahirun Nessa Sayeed Taling about playTaling about play

    3. CHILD’S PLAY (Sayeed and Guerin, 1997, p.46) A child’s play is elicited in response to a person/object in a context where he/she feels secure. Over time the child expends physical and mental energy for pleasure through the application of skills such as improvisation and creativity.

    4. CHILD’S PLAY (Sayeed and Guerin, 1997, p.46) As a state, play assumes absorption, concentration and an escape to a world that the child creates for him or herself individually or as part of a group.

    5. Vygotsky Vygotskian psychology explores the nature of development, learning, language, thought, concept formation and children’s play. His theory offers scope to interpret play in terms of thinking and learning.

    6. Vygotsky Vygotsky emphasised that learning is led by development and can be enhanced though social interaction. Vygotsky did not view the child’s cognitive development in isolation but gave consideration to his / her social, cultural and historical background.

    7. Child & Play In the case of young children, play is a natural and universal medium for thinking, learning and developing. The context for play (including opportunities for adult interaction) can either help or hinder the capacity of the child to learn through play.

    8. ‘internalisation’ Vygotsky emphasised that a child’s higher level learning could be achieved through an interaction with a more experienced peer or adult thorough the process of ‘internalisation’.

    9. ‘internalisation’ The process of internalisation is gradual, and occurs at two levels: Social Psychological

    10. Social Level The shift in the child’s learning as a result of help from an adult.

    11. Psychological Level The child takes more initiative with adult guidance until gradually he/ she becomes more independent in regulating the learning process for him/herself and controlling what and how he/she learns.

    12. An example: playing with a puzzle Parents or adult may break the activity into steps and draw the child’s attention to specific features, e.g. colours, shapes etc Adult may gradually withdraw support, encourage the child to complete the puzzle independently and move from regulation by others to self-regulation.

    13. ‘Psychological tool’ Central to the interaction between the child and adult is the use of language, described by Vygotsky as an essential ‘psychological tool’.

    14. Vygotsky’s Zone of Proximal Development (ZPD) the difference between a child’s ‘ actual developmental level as determined by independent problem-solving’ and the higher level of ‘potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers’. Vygotsky 1978, pg 86 – original in italics

    15. My Example

    16. In summary Vygotsky maintained that : Everyone functions at less than their full capacity. It is possible to estimate potential for learning. Important cognitive acquisition occurs in the context of social interaction.

    17. Feuerstein’s theories With colleagues, Feuerstein developed theories based on Vygotsky’s Zone of Proximal Development (ZPD). individuals have the capacity to change their cognitive functions through adapting the processes of perception, thinking, learning and problem-solving New conceptNew concept

    18. Feuerstein’s Theory His theories have significant implications for understanding individual differences and special educational needs as they highlight the importance of learning potential over performance.

    19. Feuerstein believes that a person’s thinking and learning can change irrespective of age, cause severity of difficulty.

    20. Feuerstein’s Theory Feuerstein’s approaches are based on his theories of: Structural Cognitive Modifiability (SCM) Mediated Learning Experience (MLE). New conceptNew concept

    21. Structural Cognitive Modifiability (SCM) Permanence – cognitive changes are durable and can last over time. Pervasiveness – when change takes place in one part of a person’s cognition it affects the whole. Centrality – changes in a person’s cognition are continuous and self-regulating.

    22. Mediated Learning Experience Theory (MLE) SCM needs to be understood in the context of Mediated Learning Experience Theory. MLE is the process by which the an adult (parent, teacher etc) or more able peer and child interact in relation to an activity.

    23. Key points to understand MLE The amount, quality, intensity, frequency and duration Approach to tasks, attitude, motivation and emotional state inadequate access to mediated learning

    24. Key points to understand MLE poverty, learning difficulties, parental education and emotional needs can be offset by MLE. Feuerstein’s ‘Syndrome of Cultural deprivation’

    25. Mechanisms for MLE Process questioning. Bridging Teaching about rules. Challenging and requiring justification. Emphasising order, predictability, systems, sequence and strategies.

    26. Criteria for Mediated Learning Intentionality and Reciprocity Mediation of Meaning Mediation of Transcendence Mediation of Feeling of Competence Mediation of Shared Participation Mediation for the Control of Behaviour

    27. Mediated Play Experience Feuerstein’s Mediated Learning Experience principles can be effectively applied to most play situations where adults are interacting and assessing children with a view towards intervention.

    28. Participatory Play In Participatory Play the adults direct contact with the child enables a mediated learning experience (MLE) to take place.

    29. Mediated Play Experience (MPE) Applying the principles, mechanisms and criteria of MLE in the Participatory Play situation the adult should aim to bridge the gap between assessing the child's ability to play and helping the to enhance the ability further. This process can be called a Mediated Play Experience (MPE).

    30. Tasks 1& 2 An example of Group Mediated Play Experience An example of Individual Mediated Play Experience Analyse these examples using principles, mechanisms and criteria of MLE

    31. Differentiate between a Non-MPE and MPE Non-MPE Let’s play x… Do you know that Did you play X before? What are you doing ? MPE How are we going to play ? How did you know….? Do you remember when you played X Why do think you need to do X ?

    32. Differentiate between a Non-MPE and MPE 5. Well done 6. You have done X quickly 7. What are you going to do ? 5 Well done for doing X 6. You have done X well by taking your time 7. What are we going to do together ?

    33. The role of a mediator The difference between a Mediated and Non-Mediated Play Experience is based on the mediator’s intention, expectation, approach and language, all of which are fundamental to the development of the child’s thinking processes.

    34. The end Thank you for your Presence, Attention, and Participation

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