Children need the best-possible playful experience to learn language. Research has shown how children learn to develop their language mostly through some form of adult-supported play (Zosh et al., 2015; Weisberg et al., 2016; Toub et al., 2018). But playing involves more than taking out a box of toys from the cupboard. Schematic pedagogy (Atherthon & Nutbrown, 2016) looks at how children’s play schema can be used to support their learning. In this workshop we will explore the latest research in play schemas and guided play and how this can be used to develop listening and spoken language strategies.
The development of strong Executive Function in children depends on their day-to-day learning experiences. We will explore the potential impact of a hearing loss on a child’s Executive Function and how we can address this through playful experiences. “Play is not frivolous: it enhances brain structure and function and promotes executive function (ie, the process of learning, rather than the content), which allow us to pursue goals and ignore distractions” (Yogman, M. et al. 2018).
This is a practical training day course which aims at equipping clinicians and educators with a range of listening and spoken language strategies through play. Participants will have the opportunity to observe and discuss video examples of how play is used to develop spoken language in deaf children.
- By the end of the day, participants will be able to identify some of the more common play schema and feel equipped to plan rehabilitation session accordingly
- By the end of the day, participants will be able to identify behaviours that may indicate potential difficulties with Executive Function.
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