I’ve noticed in my work with children that I naturally (or perhaps subconsciously) revisit activities that we have enjoyed and they soon become part of the culture of how we spend our time together. In other words, we have developed rhythms or a bit of a repertoire as our “go to’ structure for our times together. When we start our session we have a chat about how we will spend our time together, remembering things we have done before, with input from them and from me. We revisit this as we go along, revising any plans if we are running out of time or wanting to add in something unexpected instead. By doing this together the children participate in planning, thinking ahead and I have their “buy-in” for things already agreed. This is helpful if they have a tendency towards lots of ideas but very little follow-through. Evidence shows that children learn more from revisiting activities and experiences than from new things all the time. As they repeat things the learning is embedded and there is opportunity to extend their learning and build their skills. Along the way I add in new possibilities and notice when they show an interest about something new; with a view to adding that in to our time together. For example, I noticed that one youth I work with was interested in QR Codes and this reminded me of “Geo- caching” which we now do together as a shared interest in the community.
Excerpt from Repetition and Child Development in Montessori Education | Montessori Academy
“Why is Repetition Important?
• Repetition helps to strengthen the brain’s neural processors for learning
• Repetition teaches children to practice, master and retain knowledge
• Repetition provides the opportunity for practice and reinforcement
• Repetition is needed for skill mastery and success
• Children learn through repetition and memorisation
• Children learn self-discipline and critical reflection through repetition
• Through repetition of movement, coordination is improved
• Through repetition, children learn to differentiate variations and differences in the world around them
• Through repetition, children develop the confidence to progress
• Repetition teaches children to internalise concepts
• Higher order repetition such as synthesis, analysis and application develop the child’s intelligence” It’s great to know that what are natural rhythms for me as a Teacher are supported by the evidence and that seemingly small things like revisiting activities and experiences with children, develops their brains and strengthens their neural pathways. And if it’s fun then the learning is multiplied!
I was asked to do a workshop for professionals about including neuro-diverse people in their external training workshops. In researching information for this I had my own understanding increased. It is important to be clear that neurodiversity is not a diagnosis, rather it is a broad term used to encompass a wide range of specific, non-specific, hidden and/or undetermined diagnoses that include but may not be limited to: Learning (intellectual) and/or Developmental Disability (ID/DD); Communication Disorders (CD), autism or Autism Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD); Specific Learning Disorders (SLD); Traumatic Brain Injury (TBI); and or Foetal Alcohol Syndrome Disorders (FASD). It is estimated that about 20% of children are neuro-diverse learners.
Image from Sue Larkey: https://suelarkey.co m.au
Here is a short video: “What is Neuro-diversity?” Video: What is Neuro-Diversity? by Differing Minds
I discovered that the term Neuro-diversity covers a whole range of diagnoses and calls to question whether neuro-diversity is more common than people think? If that’s the case (which I believe it is) then every teacher, health professional, organisation and employer who wants to engage with people successfully and put them at ease needs a base knowledge of neuro- diversity. One aspect of neuro-diversity that negatively impacts people is that of Sensory Overload. If you have never had any sensory sensitivities, here are some short videos to give you a bit of an idea of how overwhelming Sensory Overload is and how debilitating it can be for someone experiencing it.
So now you’ve had a brief overview of neuro-diversity, I hope you will continue to find out more about this and how to include neuro-diverse people. As these videos show, sensory overload is real and it causes a person to literally shut down or need to escape i.e a panic response. If you want to book a workshop, just email me at actionpathways4u@pm.me
I’ve always loved libraries, the peace and quiet, the friendly Librarians, the thousands of books to spark my imagination. Libraries are safe places in the community for vulnerable people and offer somewhere to go for free to be amongst others and follow your interests. So, I’ve started visiting local libraries with the children with special needs that I work with. What a learning adventure it has been! You may be surprised what a range of activities libraries offer and each one is unique.
These are some of things on offer at the Hawkes Bay and Central Hawkes Bay Libraries: Lego: one young man I work with has rediscovered a love of Lego from doing it at the library. He usually has short concentration and gets easily frustrated but he spends up to an hour there each time happily making his creations. I then photograph them so we can make a photo book. He said the first time “it’s surprising how satisfying this is” after covering a large board in lego bricks (photo). He took his Nan to the library to show her what he’d made (the librarian kindly put it aside at his request). They have now purchased Lego and boards for him to continue this interest at home.
Books, yes books: We look up information in reference books as an alternative to google! Free tea and coffee at some libraries, which makes for a lovely free caregiver break in a comfy chair.
Art: templates for different themes and coloured pencils, scissors and felts.
Computers: another child I work with watched other children at the computers doing an online colouring in page and they told her the website. We started trying them out and then I found one that has colouring by numbers so this adds numeracy to the activity. She has now developed an interest in this and her Mum commented that they have downloaded an app with colouring by numbers which she can do herself (which is a rare thing) so that gives them a wee break at home and supports numeracy development.
Printing and Free wifi: for 20c you can print a black and white page and also use their free wifi.
Computer Coding Classes: My Lego loving friend has now signed up to learn computer coding through the library, which he can do there or at home.
Sewing Machines: we haven’t tried this yet, but I’m planning to see if that’s something that could interest them and be within their capabilities with assistance of course.
School Holiday activities: They may or may not be suitable, but worth a look.
Quiet times: Hastings library is open 5-7pm Tuesday and Thursday evenings and there is hardly anyone there. A perfect time for children with sensory sensitivities to enjoy the library. You can always ask a librarian when their quiet times are too.
Puzzles: Some libraries have a puzzle on the go; we like to try to put a few pieces in each visit. Clean, safe toilets: This a big thing when I’m out with children in the community! I hope I’ve sparked your interest in taking your child along to the local library, they need our support to keep them running as a valued community service.
