Assimilative Practice and Developmental Intervention

Yıl 2013, Cilt: 5 Sayı: 1, 45 - 65, 01.03.2013

Gerald Mahoney

https://doi.org/10.20489/intjecse.107926

Öz

It is proposed that developmental learning is integrally tied to children engaging in massive practice of their existing skills and concepts. This is based upon observations that: children's spontaneous play is characterized by their producing behaviors typical for their developmental age; children repeat these behaviors thousands of times before transitioning to higher developmental levels; and children's rate of practicing behaviors associated with their current functioning is correlated with their development. Massive practice corresponds to the concept of assimilation which Piaget identified as one of the two processes involved in developmental learning. Results from intervention research studies that accelerated children's development by increasing their rate of practice are presented. Although the concept of assimilative practice is overlooked as an essential learning activity in early intervention, the difficulties of promoting maintenance and generalization which are often encountered in early intervention may be addressed by integrating a focus on assimilation into contemporary practice.

Anahtar Kelimeler

Young Children with Disabilities, Developmental Learning, Early Intervention

Özümleyici Uygulama ve Gelişimsel Müdahale

Öz

Gelişimsel öğrenmenin tamamıyla çocukların mevcut beceri ve kavramlarını çok fazla pratik etmesi ile bağlantılı olduğu iddia edilmektedir. Bu iddia şu gözlemlere dayanmaktadır: çocukların kendi kendilerine oyun oynamaları kendi gelişimsel yaşlarına uygun tipik davranışlar üretmeleri ile karakterize edilmektedir; daha üst gelişimsel seviyelere geçmeden önce çocuklar bu davranışları binlerce kez tekrarlamaktadırlar ve çocukların mevcut işlevsellikleriyle bağlantılı davranışları pratik etme oranları gelişimleriyle ilişkilidir. Çok fazla pratik etme, Piaget'in gelişimsel öğrenme ile ilgili iki süreçten biri olarak belirttiği özümleme kavramına karşılık gelmektedir. Çocukların gelişimlerini pratik etme oranlarını artırarak hızlandıran müdahale araştırma çalışmalarının sonuçları sunulmaktadır. Erken müdahalede önemli bir öğrenme etkinliği olarak özümleme uygulamaları kavramı göz ardı edilmesine rağmen, erken müdahalede sıklıkla karşılaşılan sürdürmeyi ve genellemeyi destekleme zorlukları çağdaş uygulamalara özümlemeyi bütünleştirerek ele alınabilmektedir.

Anahtar Kelimeler

Yetersizliği Olan Küçük Çocuklar, Gelişimsel Öğrenme, Erken Müdahale

Kaynakça

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