Category: This & That


Technological Toys,

A Special Needs
Reflection

Play provides a fun, care free means to learning and developing cognitive,
language, social-emotional,and perceptual motor skills. For some children with
disabilities, technology makes play possible (Lewis). Disabilities can often
times hinder such play with technology, because many electronic toys in
circulation require children to push, pull, or wind a switch. There are many
electronic toys that also require children to walk, run and manipulate it in
order to get it to work. This is not developmentally appropriate, especially for
children with certain exceptionalities. Switches or buttons on electronic toys
can discourage and frustrate some children. The best types of toys for children
with special needs are those that are typically switchless, which are called
“ALD” automated learning devices. This simply means it has been adapted to allow
children with exceptionalities to control these electrical and battery powered
toys. The most common type of electronic switchless toys are battery operated
and are designed to be activated by a simple touch or sound. When the child
makes a sound or movement, the toy is triggered to activate, eliminating the
frustration and complication of switch manipulations.

There are several factors to consider when purchasing electronic toys for
children with exceptionalities. The electronic toys you choose for children with
exceptionalities should be inviting, educational, rewarding and appropriate for
each child that is using them (Lekotek Resources). Electronic toys should
encourage child interaction and provide a stress free challenge to help develop
needed skills. The electronic toys should be adaptable to each
child’sindividuality and ability. It should reflect children’s interests,
sizes,capabilities, strength, and age. It should also encourage social
engagement with others as well.

You can find some of these toys throught the Lekotek website, linked
below.

Works Cited


Lekotek Resources. Lekotek: The country’s centra lsource on
toys and play for children with special needs. 30 October 2010

<http://www.lekotek.org/resources/informationontoys/tentips.html>.

Lewis, Rena B. “Toys for Young Children.” Special Education
Technology: Classroom Applications (1993): 5.

Outdoor Play

Outdoor Learning  Environments


Outdoor play is a very important part of a child’s learning experience and life in general. Research indicates increased outdoor play time has been shown to reduce outbursts by children with behavior issues. Children with Autism are calmed and do better with given tasks when provided with outdoor play time. I think there’s a positive, healthy outcome to outdoor play time. Children are able to release tension, get out the wiggles and release their excess energy. Also vigorous play helps to reduce stress levels as an effect of releasing built up energy and tension. A child needs opportunities for vigorous outdoor activities each day. According to state requirements a child should have at least a recommended minimum of thirty minutes per day of vigorous outdoor play time.

Not only is outdoor play beneficial for a child’s stress level, energy level and concentration, but it also benefits the gross motor skills development. Running, jumping, hopping, skipping, climbing and chase games are all helping with gross motor skills development. Grasping small, natural objects like leaves, twigs and seeds help with fine motor skills development.

The outdoor play environment should be designed in a way that encourages inquiry, examination, and invites running, jumping, and climbing. It should also challenge and stimulate children and create a sense of belonging. The teacher can create effective outdoor learning programs and improve the physical environment based on developmental and individual needs of the children in his or her care. Teachers who are willing to explore, have a sense of wonder with children will draw them into learning. The outdoor program and space should address the child as a whole- physical, emotional, cognitive and social development should be considered.

Some outdoor design considerations include providing curvy paths, open spaces, and places of solitude. Areas of play need to have lots of space and natural areas for gross motor skills development such as large rocks for climbing, tree roots for jumping and walking on. Natural experiment must be encouraged by the outdoor environment. A place for music or music garden, can be provided by hanging pots and pans for the children to beat with a stick. With this being outside, the children can play music as hard as they would like to express themselves! Also a place for a vegetable or flower garden would benefit children as it allows the kids to work together for a common goal, teaching social skills. Digging in the dirt releases endorphins in the brain which can reduce depression. Private spaces can be designed by placing lattice around a bench, giving a secluded feeling. The overall design and program of the outdoor learning environment should be focused on play with the intention of learning. We as educators must remember this as we plan the design of our outdoor environments.

Hello world!

Hello world!

A little about me:

I love working with children, especially preschool aged children. I enjoy searching and sifting through early childhood websites and blogs. I also enjoy sharing important and relevant sites with people on my FaceBook page:      https://www.facebook.com/TeacherTeacherResources
I am always open to learning more effective and fun ways to teach. Please leave your own posts, suggestions and ideas!

I also have an Associates Degree in Early Childhood Education and wish to continue to get an Undergraduate degree soon.