Design to Learn
We always want to encourage the child to act independently and to initiate interactions with people and with the physical world. To encourage independent behavior, we try to shift the control of behavior from direct cues from the teacher toward environmental cues (Rowland & Schweigert, 1993). |
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As a child's behavior becomes more and more independent and less tied to specific requests from the teacher, it may be difficult to assess how well an activity supports learning for a specific child. The Design to Learn environmental inventory is designed to help teachers assess a specific activity for a specific child in terms of the degree to which the activity encourages the child to interact with physical and social environments and to track progress in engineering the social and physical environments to support learning. This link will take you to the Order Form. |
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Ideally, communication/social skills and cognitive
skills are targeted in the same activities, rather than in
isolated sessions. These activities should be the typical
activities that occur in any developmentally appropriate
setting.
