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Using Interest-based everyday activities to enhance child learning and development.
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Overview of Early Learning Model
Child
Interests
Everyday
Learning
Activities
Increased
Learning
Opportunities
Capacity-Building
Practices
HOW WHAT
Relationship Between Implementation and Intervention Practices
Implementation
Practices
Intervention
Practices
Capacity
Building
Practices
Interest-based
Everyday Activity
Practices
Implementation Practices
Evidence-based capacity –building participatory practices that promote caregivers’ knowledge and skills of practices and their sense of confidence and competence in their ability to use the intervention practices.
Intervention Practices
Caregivers’ adoption and use of evidence-based interest-based everyday learning activity practices with adaptations when necessary to enhance a child’s development and sense of confidence as a learner.
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Capacity Building Models
Traditional Models
Promotion vs. Treatment
Empowerment vs. Expertise
Strengths-Based vs. Deficit-Based
Resource-Based vs. Service-Based
Family-Centered vs. Professional Centered
a Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family systems
intervention practices. Journal of Family Social Work, 12(2), 119-143.
Family-centered practices are a special case of capacity-building helpgiving practices where the emphasis is empowering family members and both strengthening and promoting family member confidence and competence.
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Family-centered helpgiving are practices that treat families with dignity and respect; provide family members with information needed to make informed decisions and choices; involve active family involvement in procuring resources and supports; and involve practitioner responsiveness and flexibility to family requests and desires
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Our research has consistently found that there are two clearly discernable subsets of practices that ―fall into‖ distinct subcategories of helpgiving:
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• Relational Helpgiving Practices
• Participatory Helpgiving Practices
Focus on Child Interests
Child
Interests
Everyday
Learning
Activities
Increased
Learning
Opportunities
Capacity-Building
Practices
All children, with and without disabilities, have interests and preferences.
Children have different types of
interests, including:
Personal Situational
Personal interests are the likes, preferences, desires, etc. of a person that influence participation or engagement in different activities, events, or behavior.
They are things a child likes to do, enjoys doing, gets a child to smile and laugh, gets a child excited, etc.
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Situational interests refer to the ―interestingness‖ of people, objects, events, etc. that gain and maintain a person’s attention, and ―draw‖ the person into engagement or participation in activities.
These kinds of interests are the foundations for child choice which can become personal interests.
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Think about a child with a disability that you know well. What objects, people,
activities, and actions:
Holds the child’s attention?
Are the child’s favorites?
Makes the child smile or laugh?
Are especially exciting to the child?
That the child chooses most often?
What was something you learned about the child’s interest?
How did the process of identifying the child’s interest make you feel?
What surprised you?
What are other questions you could use to help you identify a child’s interests?
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Children are more likely to become engaged in an activity if they are interested in it, which increases their opportunities for learning.
Children’s interests form the basis for their learning. This is the basis of early learning practices.
Mastery
Interests
Engagement
Competence
Everyday
Learning
Activities
Interests: Children master new behaviors faster if they are interested in the experiences that promote those behaviors.
Engagement: Participating in an activity that is interesting helps engage the child in the experience. Engagement is being an active participant in the activity verbally and physically.
Competence: Competence develops through repeated experiences of engagement. The
more frequently a child participates, the more competent he or she becomes.
Mastery: Once a child achieves sufficient competence to have mastered a task, the success will encourage the child to continue experimenting with similar activities, generating and expanding further interests.
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Purpose: Compare the relative effectiveness of interest-based learning vs. adult-directed learning
Study Participants: 50 infants, toddlers, and preschools in six U.S. states (NC, CT, UT, NM, CA, WI)
Outcome Measure: Developmental Observation Checklist Scales (Language, Cognitive, Motor, Social)
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ªDunst, C.J., Trivette, C.M., & Cutspec, P.A. (2007). An evidence-based approach to
documenting the characteristics and consequences of early intervention practices. Winterberry Press
Research Perspectives, Vol. 1, No. 2.
0 2 4 6 8 10 12 14 16 18 20
WEEKS OF INTERVENTION
20
25
30
35
40
ME
AN
CH
ILD
DE
VE
LO
PM
EN
TA
L A
GE
Child Interest-Based Learning Opportunities
Family-Directed Learning Opportunities
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●
□
□
□
Relative Effectiveness of Two Contrasting Approaches to Natural Learning Environment Intervention Practices
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Projected Benefits of Two Contrasting Approaches to Natural Learning Environment Intervention Practices
$
$
)
)
0 1 2 3 4 5 6 7 8 9 10 11 12
MONTHS OF INTERVENTION (Projected)
20
30
40
50
ME
AN
CH
ILD
DE
VE
LO
PM
EN
TA
L A
GE
Child Interest-Based Learning Opportunities
Family-Directed Learning Opportunities ) $
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Mastery
Interests
Engagement
Competence
Everyday
Learning
Activities
Describe how you have seen the mastery cycle work with the child you identified earlier.
Focus on the four phases of the cycle:
Interest
Engagement
Mastery
Competence
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What did you find easy or difficult about process of identifying a master cycle for this particular child?
What new insights did you have about the learning process?
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Focus on Everyday Learning Activities
Child
Interests
Everyday
Learning
Activities
Increased
Learning
Opportunities
Capacity-Building
Practices
Participatory child learning activites are development-instigating learning experiences which invite and encourage children to act on their social and nonsocial environment where active participation results in development-enhancing effects and consequences.
As noted by Odom and Wolery, children learn best through acting on and observing their environment where the experiences afforded children provide them opportunities to learn about, master and control their worlds.
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Everyday learning activities and routines need to:
Be interest-based
Provide opportunities for children to be active participants in the activity
Provide opportunities to acquire and use abilities
Happen frequently (or could happen frequently).
Include everyday family, community, and preschool/childcare routines, activities, routines, experiences, and events
Are the contexts for naturalistic learning opportunities
Are where development best occurs and is understood in terms of ―competence as the mastery of culturally defined, familiar activities in everyday life.‖ (Bronfenbrenner)
Interest-based A child who likes to stack and build
Activities/Routines must ―work‖ for the caregiver Stacking cans in the kitchen while mother
cooks, Using ―legos‖ to build a tower while playing with another child
Opportunities to actively praticipate Does the child need support to fully
participate? Is there time enough for the child?
Everyday learning activities can be informal or formal, or anywhere in between, depending on the context in which the activity occurs.
Informal Formal
Unstructured activities
Often primarily directed by child, with adult being a facilitator
Tend to occur spontaneously, often within the context of a routines or activity • For example: waiting in line at the story and
talking about the picture on the magazine or during outdoor play a child shows you a bug
Structured activities
Adult identified activities based on the interest of a child or children
Tend to occur in more planned learning situations
Identify 4-5 everyday learning activities that would work with the child you identified earlier.
What is the activity?
How often would it happen?
What would the child do in the activity?
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How do the activities you propose include the following characteristics…
• Build on the personal interests of the child?
• Include formal and informal learning opportunities?
• Happen frequently?
• Allow the child to be an active participant?
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Focus on Increased Learning Opportunities
Child
Interests
Everyday
Learning
Activities
Increased
Learning
Opportunities
Capacity-Building
Practices
Everyday activities provide opportunities for learning at home, in classrooms, and in a child’s community.
Opportunities for active participation in learning needs to be provided frequently.
Opportunities for learning should be increased both across (breadth) and within (depth) everyday activities.
Breadth — Provide a wide range of activities.
In other words, focus on one interest and provide a wide range of activities based on that interest.
Depth — Create opportunities for a child to explore and expand behavior while engaging in the activity.
In other words, depth is about finding more opportunities for learning within a specific interest-based activity.
Family Activities (Example) Community Activities (Example)
Family Routines (Cooking)
Parenting Routines (Child’s bedtime)
Child Routines (Dressing/undressing)
Literacy Activities (Reading child stories)
Play Activities (Lap games)
Physical Play (Rough housing)
Entertainment Activities (Dancing/singing)
Family Rituals (Saying grace at meals)
Family Celebrations (Holiday dinners)
Socialization Activities (Having friends “over”)
Gardening Activities (Vegetable garden)
Family Excursions (Car/bus rides)
Family Outings (Visiting friends/neighbors)
Play Activities (Playgrounds)
Community Activities (Library/book mobile)
Outdoor Activities (Nature trail walks)
Recreation Activities (Swimming)
Children’s Attractions (Petting zoos/animal farms)
Art/Entertainment Activities (Concerts/theater)
Church/Religious Activities (Sunday school)
Organizations and Groups (Children’s clubs)
Sports Activities (T-Ball)
Literacy Activities
10%
Play Activities
8%
Physical Play
9%
Entertainment
Activities
10%
Family Rituals
8%
Family Celebrations
10%
Socialization Activities
9%
Yard Activities
7%
Child Routines
10%
Family Routines
9%
Parenting Routines
10%
Organizations/
Groups
2%
Community Activities
10%
Outdoor Activities
5%Recreation Activities
7%
Children's Attractions
11%
Art/Entertainment
Activities
10%
Church/Religious
Activities
10%
Sports Activities
5%Family Routines
15%
Play Activities
11%
Family Outings
14%
Banana Pudding
Video
What were some of the opportunities the grandmother gave the child to actively participate?
What emerging abilities and develop new ones did the child use/practice?
What other opportunities might you suggest the grandmother provide within this activity? (Depth)
If this child is interested in ―helping grandmother,‖ what other activities might she try with him? (Breath)
Early Learning Model: Adaptations
Child
Interests
Everyday
Activities
Increasing
Learning
Opportunities
Adaptations
Adaptations
Adaptations
Adapt Environment
Adapt Activity
Adapt Materials
Adapt Instruction
Physical Assistance
Source: Cara’s Kit, Milbourne & Campbell, 2007.
Participation is the main focus
when considering adaptations for a
child with disabilities or without.
What is the Purpose of Adaptations?
This includes modifications made to the environment (e.g., rearranging furniture, arranging play areas, the use of mobility devices, and use of specially designed equipment) to ensure that a child can get to and participate in an activity independently.
This includes selecting an activity or routine based on a child’s interests and/or adjusting how the activity or routine is done (e.g., adding motor movements to telling a story) in ways necessary to ensure that the child can participate in the activity independently.
This includes modifications to toys and other materials (e.g., drawing instruments, slant boards to hold the paper) to ensure that the child can participate in the activity independently.
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This includes modifications to what the instruction is (e.g., reducing the number of step a child is expected to perform) and/or the way the instruction is presented (e.g., adding pictures) to show the child what he or she is being asked to do.
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This includes another person helping a child do the activity (e.g., hand over hand guidance) or doing an activity while a child is watching.
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Using the same child, pick an activity that the child participates in frequently and figure out an adaptation that would increase the child’s participation in the activity.
Describe where on the continuum the adaptation fits and how the adaptation will enhance the child’s participation.
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How would the child’s level of participation change as a function of the adaptation you developed? Be specific.
How easy or difficult was it to identify an adaptation?
Did you use the adaptation that was the least restrictive?
What would be your role in this process?
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Early Learning Model: Bringing It All Together
Child
Interests
Everyday
Learning
Activities
Increased
Learning
Opportunities
Capacity-Building
Practices
Swanson, J., Raab, M., & Dunst, C.J. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research, 9(1), 66-80.
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family systems intervention practices. Journal of Family Social Work, 12(2), 119-143.
Trivette, C. M. & Dunst, C. J. (2009). Capacity-Building Family-Centered Helpgiving Practices. Winterberry Research Reports, 1(1)
Dunst, C.J. et al. (2010). Characteristics of naturalistic language intervention strategies. Journal of Speech-Language Pathology and Applied Behavior Analysis. Invited paper.
C.J. Dunst, M. Raab, L.L. Wilson, & C. Parkey. (2007). Relative efficiency of response-contingent and response-independent stimulation and child learning and concomitant behavior. Behavior Analyst Today, 8(2), 226-236.
M. Raab, C.J. Dunst, L.L. Wilson & C. Parkey (2009). Early Contingency Learning and Child and Teacher Social-Emotional Behavior. International Journal of Early Childhood Special Education, 1, 1-14.
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Carol M. Trivette, PhD
Orelena Hawks Puckett Institute
Morganton & Asheville, NC
www.puckett.org
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