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

2. 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

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

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

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

6. 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

7. 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.”

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

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

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

24. 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

25. (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.

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

27. 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

28. 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

29. 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

30. 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

31. BEFORE WE GO……

32. 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