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

OBJECTIVES OF PRESENTATION Identify characteristics of concrete and abstract thinking Discuss differences between the two types of thinking Delineate process by which children move from concrete to abstract thinking Identify abstract thinking in both educational and functional settings Specify educational strategies that both enhance and impair development of abstract thinking Discuss everyday life strategies that can facilitate development of abstract thinking

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

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

“Cindy” never anticipates response of classmates to her comments

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

WHAT IS “THINKING”? 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.”

Piaget in a small nutshell 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

SIMILARITIES BETWEEN CONCRETE AND ABSTRACT THINKING Both are a response to interactions with the environment Both require physical maturation of the brain and neurological system Both have upper limits set by overall cognitive abilities

CONCRETE THINKING Begins during infancy and becomes increasingly more complex Bases information on actual experiences Learning focuses upon specific facts Expansion of concepts is upon learning more and more about single concepts or experiences

ABSTRACT THINKING Typically begins to first occur at the age of 12 Deals with objects or concepts that have not and/or cannot be directly experienced Allows broader concept development that encourages classifications Encourages taking the perspective of others Allows child to understand relationship between concepts in new/different situations

MOVEMENT BETWEEN STAGES OF THINKING Movement between the two stages of thinking are dependent upon: Experiences with the environment Physical changes in the brain and neurological system Overall cognitive abilities

HOW DOES ENVIRONMENT FACILIATE CHANGES IN THINKING? Allows child to develop knowledge regarding similarities and differences Knowledge improves ability to classify objects as well as concepts Increases skills in predicting outcomes Learn characteristics of abstract concepts such as emotions Identify actions that are consistently successful

WHAT PHYSICAL CHANGES SUPPORT CHANGES IN THINKING? 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 thinking Physical changes will have a range of ages at which they occur in individuals

WHAT ROLE DOES OVERALL “INTELLIGENCE” HAVE? 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

SPECIAL ISSUES FOR CHILDREN WITH VISUAL IMPAIRMENT (VI) Often extremely skilled in concrete thinking Well-developed memorization skills helps with recitation of facts Transition to abstract thinking often presents significant challenges

DIFFICULTIES WITH ABSTRACT THINKING ARE SEEN AS Ability to answer questions that deal with “what” occurred but problems with “why” it occurred Inability to see relationships between concepts Problems in generalizing from one situation to another Problems in assuming the viewpoint of another

POSSIBLE REASONS FOR THESE DIFFICULTIES FOR CHILDREN WITH VI Limited interaction with their environment Characteristics of the instructional process Limited creative play Frequently become apparent at about the second or third grade of school

ENVIRONMENTAL INTERACTIONS Observation and interactions provide important information about many aspects of the environment This information provides the basis of most concepts Direct instruction must replace incidental learning

INSTRUCTIONAL STRATEGIES 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

CREATIVE PLAY 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 ability Children with VI are often delayed in developing creative play This may have a long-term impact on developing abstract thinking

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

BEFORE WE BEGIN TO TALK ABOUT SPECIFIC ACTIVITIES…..

THINGS TO REMEMBER “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

(continued) 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.

DIFFERENT TYPES OF ACTIVITIES Demonstrate problem solving activities Develop sequential activities Determine similarities and differences Develop creative play skill

DEMONSTRATE PROBLEM SOLVING SKILLS 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

DEVELOP SEQUENTIAL ACTIVITIES 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 problem Plan 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

DETERMINE SIMILARITIES AND DIFFERENCES Use familiar stories to determine how the stories are both alike and different Discuss how community activities are both alike and different Encourage creative thinking in determining how objects may be both alike and different

DEVELOP CREATIVE PLAY SKILLS Encourage dramatic play with use of real as well as representational objects Encourage child to think of new ways to use a familiar object Play games such as “Twenty Questions” that encourages categorization and problem solving Encourage story telling about special interests

BEFORE WE GO……

TEACHABLE MOMENTS 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