ABSTRACT THINKING Presented by Marnee Loftin, MA; LSSP July 12, 2018 - PowerPoint Presentation

ABSTRACT THINKING Presented byMarnee Loftin, MA; LSSPJuly 12, 2018 1

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 2

“Maria” has trouble answering “why” questions in class 3

“Tommy” doesn’t organize materials in a manner that allows access 4

“Cindy” never anticipates response of classmates to her comments 5

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? 6

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”? 7

Piaget specified that two different types of thinking can be observed in children Concrete Thinking from ages of infancy through age 12 Abstract Thinking past the ages of 12 8 Piaget in a small nutshell

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 9

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 10

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 11

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 12

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? 13

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? 14

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? 15

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) 16

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 17

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 18

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 19

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 20

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 21

Some Simple Activities May Help in Development of Abstract Thinking Skills in the Child with VI HOW CAN I HELP? 22

BEFORE WE BEGIN TO TALK ABOUT SPECIFIC ACTIVITIES….. 23

“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 24

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. (continued) 25

Demonstrate problem solving activities Develop sequential activitiesDetermine similarities and differencesDevelop creative play skill DIFFERENT TYPES OF ACTIVITIES 26

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 27

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 28

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 29

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 30

BEFORE WE GO…… 31

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 32