ABSTRACT THINKING Presented by - PowerPoint Presentation

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ABSTRACT THINKING

Presented byMarnee Loftin, MA; LSSPJuly 12, 2018

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Identify characteristics of concrete and abstract thinking

Discuss differences between the two types of thinkingDelineate process by which children move from concrete to abstract thinkingIdentify abstract thinking in both educational and functional settings

Specify

educational strategies that both enhance and impair development of abstract thinkingDiscuss everyday life strategies that can facilitate development of abstract thinking

OBJECTIVES OF PRESENTATION

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“Maria” has trouble answering “why” questions in class

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“Tommy” doesn’t organize materials in a manner that allows access

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“Cindy” never anticipates response of classmates to her comments

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All of these situation are examples of abstract thinking and the different ways that it affects children in school and everyday life

WHAT IS THE PROBLEM?

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Psychologists have long referred to the concept of “thinking” as the study of cognition.

Experts, particularly Jean Piaget, have studied the specific process by which individuals learn to “think.”

WHAT IS “THINKING”?

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Piaget specified that two different types of thinking can be observed in children

Concrete Thinking from ages of infancy through age

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Abstract Thinking past the ages of 12

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Piaget in a small nutshell

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Both are a response to interactions with the environment

Both require physical maturation of the brain and neurological systemBoth have upper limits set by overall cognitive abilities

SIMILARITIES BETWEEN CONCRETE AND ABSTRACT THINKING

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Begins during infancy and becomes increasingly more complex

Bases information on actual experiencesLearning focuses upon specific factsExpansion of concepts is upon learning more and more about single concepts or experiences

CONCRETE THINKING

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Typically begins to first occur at the age of 12

Deals with objects or concepts that have not and/or cannot be directly experiencedAllows broader concept development that encourages classificationsEncourages taking the perspective of others

Allows child to understand relationship between concepts in new/different situations

ABSTRACT THINKING

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Movement between the two stages of thinking are dependent upon:

Experiences with the environmentPhysical changes in the brain and neurological systemOverall cognitive abilities

MOVEMENT BETWEEN STAGES OF THINKING

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Allows child to develop knowledge regarding similarities and differences

Knowledge improves ability to classify objects as well as conceptsIncreases skills in predicting outcomesLearn characteristics of abstract concepts such as emotionsIdentify actions that are consistently successful

HOW DOES ENVIRONMENT FACILIATE CHANGES IN THINKING?

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Changes in the developing brain of an infant and toddler allow efficient processing of sensory information

Maturation of the frontal lobe of the brain facilitates abstract thinkingPhysical changes will have a range of ages at which they occur in individuals

WHAT PHYSICAL CHANGES SUPPORT CHANGES IN THINKING?

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Cognitive abilities (or intelligence) sets outer limits for abstract thinking

Children with significant intellectual difficulties will never develop abstract thinking Children who are quite bright will develop abstract thinking skills at a younger age

WHAT ROLE DOES OVERALL “INTELLIGENCE” HAVE?

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Often extremely skilled in concrete thinking

Well-developed memorization skills helps with recitation of factsTransition to abstract thinking often presents significant challenges

SPECIAL ISSUES FOR CHILDREN WITH VISUAL IMPAIRMENT (VI)

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Ability to answer questions that deal with “what” occurred but problems with “why” it occurred

Inability to see relationships between conceptsProblems in generalizing from one situation to anotherProblems in assuming the viewpoint of another

DIFFICULTIES WITH ABSTRACT THINKING ARE SEEN AS

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Limited interaction with their environment

Characteristics of the instructional processLimited creative playFrequently become apparent at about the second or third grade of school

POSSIBLE REASONS FOR THESE DIFFICULTIES FOR CHILDREN WITH VI

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Observation and interactions provide important information about many aspects of the environment

This information provides the basis of most conceptsDirect instruction must replace incidental learning

ENVIRONMENTAL INTERACTIONS

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Instruction as well as discussions often provide a great deal of specific INFORMATION about a concept

Frequently this information is not related to an overall concept or to information learned previously

INSTRUCTIONAL STRATEGIES

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Abstract thinking requires the ability to consider objects or ideas that are not present

Creative play is usually the first way in which children exhibit this abilityChildren with VI are often delayed in developing creative playThis may have a long-term impact on developing abstract thinking

CREATIVE PLAY

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Some Simple Activities May Help in Development of Abstract Thinking Skills in the Child with VI

HOW CAN I HELP?

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BEFORE WE BEGIN TO TALK ABOUT SPECIFIC ACTIVITIES…..

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“Thinking aloud” is a powerful strategy to use with children but keep words simple and minimal. Don’t overwhelm with verbal information.

Avoid simply asking “why” questions. Try to keep it more as a problem-solving sequence. Remember that the ability to determine differences occurs at a younger age. Try to point out similarities with distinct items throughout the environment

THINGS TO REMEMBER

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When modeling problem solving, include situations in which you make a choice that is NOT successful. Model how you deal with mistakes.

Avoid presenting verbal information in as a rapid stream. Allow time for processing in your problem solving sequence.

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Demonstrate problem solving activities

Develop sequential activitiesDetermine similarities and differencesDevelop creative play skill

DIFFERENT TYPES OF ACTIVITIES

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Provide words to accompany the steps you are taking to solve a specific problem in the environment

Use everyday situations that are problems and ask child to “think about” reasons that it occurred as well as solutions. Model your thinking.Develop a problem solving sequence that can be used in multiple situations

DEMONSTRATE PROBLEM SOLVING SKILLS

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Use your own words to describe (thinking aloud) a sequence that you are following for an activity

Use this same thinking aloud to demonstrate ways that you use to solve a problemPlan an activity with the child that requires specific responsibilities. Divide responsibilities into groups. Ask the child to specify 3 activities within each of these groups

DEVELOP SEQUENTIAL ACTIVITIES

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Use familiar stories to determine how the stories are both alike and different

Discuss how community activities are both alike and differentEncourage creative thinking in determining how objects may be both alike and different

DETERMINE SIMILARITIES AND DIFFERENCES

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Encourage dramatic play with use of real as well as representational objects

Encourage child to think of new ways to use a familiar objectPlay games such as “Twenty Questions” that encourages categorization and problem solvingEncourage story telling about special interests

DEVELOP CREATIVE PLAY SKILLS

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BEFORE WE GO……

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Learning often occurs in real moments in our lives. As you go through the day to point out ways in which

Systematic problem solving helps us

Objects and situations are always alike as well as different

Individuals often perceive and experience situations in different ways

TEACHABLE MOMENTS

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