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>> : Texas School for the Blind

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and Visually Impaired Outreach
Programs presents Active

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Learning Study Group, April 7th
2015; presented by Kate Hurst,

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Statewide Staff Development
Coordinator

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and Matt Schultz,
Deafblind Consultant.

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Hurst: Okay, chapter 8 for
those of you who were able

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to do the reading is about
learning to dress and undress.

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This is a pretty short chapter,
but I thought it had a lot

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of good stuff in there,
important to think about.

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The first question she
asks is which comes first?

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Learning to undress or dress?

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Well, that's not
really hard to answer

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because it's just a whole lot
easier to take clothes off

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than it is to put clothes on.

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I have this really cute
picture that I got from --

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a video from Creative Commons
that I want to share with you

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that will get us kind of started
thinking about what it takes

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and what typical children are
doing in learning to dress

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and undress themselves.

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[Silence]

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>> Hurst: Oh, never mind,

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we don't even need
to bother with it!

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[ Laughter ]

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.

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What she talks about is for
kids without disabilities,

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they really kind of in some
ways up to a point figure it

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out on their own, especially
the undressing part;

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and if anybody's ever been
around a little baby, actually,

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pretty much any kid, that
undressing part comes quickly.

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>> Matt: It made me think of --
earlier in the year we talked

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about how Lilli really
paints that picture

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of these kids are born and
they are self programming,

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information robots, skill
robots, and, you know,

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when you think of an
infant kicking their legs

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and having those socks come
off, that's the first step

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to undressing; it's
really clear --

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it's a really clear example

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of how they're programmed
to do it, you know.

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>> Kate: That is true, and I
think about all of those cute,

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little knitted booties
that go on babies

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that fall off their
feet almost magically;

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and the minute they notice it
can come off with their foot,

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they begin to participate, it
seems, and try to pull them off.

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And also that, you know, if they
discover their feet, you know,

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hands don't always have
things on them, but feet do;

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and it's just a natural thing
to pull those socks off.

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It's a great thing to play with.

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Hats or another thing, you know.

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I'm always marvelled that
these -- especially --

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I have a new great niece,
her mother is very fond

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of putting her in the little
head bands with the bows;

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and somehow, at least it
appears, in the pictures

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in the videos, that
she tolerates it.

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But I have never known a
baby didn't ripped it off.

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[ Laughter ]

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>> Matt: I wonder
if that means, Kate,

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she's ripped it off 200 times
before you've seen her with it.

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>> Kate: Maybe so --
that's probably it.

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That is probably it.

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And then she talks
about when they get --

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when they're able to sit, they
become interested in laces,

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and taking and taking
off shoes and socks;

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and I think that baby video we
just saw, she was interested

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in taking it off, and she
was wanting to try to put

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that sock on, but it was
kind of a little bit more

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than she could handle.

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And then, you know,
when you think about it,

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and I know your baby is
still, very, very young,

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but as they go along, you
know, momma starts asking,

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or daddy starts asking a
little bit more participation

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from them, you know, like one,
'Hold still, let me get this

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over your head,' or, 'Lift
your legs up,' you know,

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and little by little
they get involved

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and then the whole thing
about being playful, I mean,

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what parent doesn't
play with their baby

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when they're getting dressed
and what baby doesn't play

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with their parents
getting dressed.

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It's just -- it's just fun.

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And then the whole notion
of putting hands in holes.

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You know, I had never notice
that or thought about it,

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but she talks about hands in
holes and fingers in holes,

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and one Sunday I had gone to
church, and there was a baby

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in front of me, looked to be --

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I don't know maybe
12 to 18 months old.

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Sitting up good.

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You know, doing some things.

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But in the church
service, I got very --

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I was much more interested
in her

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than the sermon, unfortunately.

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Because she would take her
hand and run it down the slot

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where the hymns would sit,
and then she'd take her finger

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and try to poke it
in the pencil slot,

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where the little pencils
were left for the people

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to sign their guest
registry, or whatever.

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And she was having more
fun just finding holes

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and places to poke her fingers.

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When I read that from Lilli,

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that was the first
time I thought, yeah,

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I've seen babies
do that, you know,

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they're fascinated by holes.

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And clothing has
lots of holes in it!

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>> Matt: You know, I kept
thinking back to kids

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that I've worked with in the
past, Kate, that exhibited some

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of that exploratory behavior,

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and I really don't think
we interpreted it as such.

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I think...

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because we didn't
understand that it was a step

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in development, we
interpreted it as behavior.

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>> Kate: Oh, absolutely.

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>> Matt: And...and even some
of the stuff that we interpret

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as play, the kid emerging
from the parents room

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with mom's heels on, you know.

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It just isn't something
that I put in the context

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of a typical developmental
step that is needed to go

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through to get to that next --

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or excessive undressing,
you know.

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>> Kate: Absolutely.

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>> Matt: It just makes me
realize how important it is

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to get this information
to our teachers

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about what these
developmental stages look like,

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so we can help kids get
through it, together,

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and understanding what it is.

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>> Kate: And give them learning
environments to do that.

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Because our kids are
not going to pick

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up on it altogether
the way a child

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who is typically
developing will.

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Okay. So she talks
about that, they do --

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each child is doing more --

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in about two years they may
undress independently multiple

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days at a time.

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I can't tell you how many
students that I've had who --

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who would undress
multiple days at a time.

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Everywhere, any time you turned
around they were doing that.

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>> Matt: Completely!

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>> Kate: Completely, you know.

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Then this comment about in
Denmark, and I don't know

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that this would be true in
Texas, I would be curious.

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She said kids who are 24 to 30
months of age during springtime

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or autumn move through the stage
of repeated undressing faster,

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because they are
permitted to do so.

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Now, I'm not really
sure what that meant.

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That one sort of
confused me a little bit.

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>> Matt: Well, I
was thinking it was

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because the weather was warmer,

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if they were taking
off their clothes --

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the parent finally said, 'Okay
fine' you know, 'Go ahead.'

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Whereas in the cold
months, in Denmark,

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they're going to
say, 'No, no, no!

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Put that back on,' and hope that
the exploratory repetition --

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>> Kate: That's true.

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I bet you they have so much
more to put on in the winter,

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too, than in the summer.

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So I don't know.

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Then she says at three a
child takes off a jacket

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by flapping arms
until it falls off.

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We have all seen that, I still
do that from time to time.

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They begin to undress
more independently

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and unconventionally,
not like adults;

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and I'll show you a real cute
video about that in a minute.

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Their interest is
piqued by undressing

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and then they start dressing
with socks and underwear.

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And I think the underwear
is understandable,

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because they are
pretty easy on get on.

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Socks, again, I don't know,
those are not the easiest things

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to get on, but maybe
they're things

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that they're the
most familiar with.

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I don't know.

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>> Matt: Yeah.

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>> Kate: And then the child
may become very absorbed

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in this activity
and not want help.

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Oh, my gosh.

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I can't tell you how many
times I have been working

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with very young, young kiddo
and trying to get them dressed

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and they did not want my help.

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And it wasn't gonna happen.

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And, you know, that's
a good thing,

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but it can make you crazy.

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And then the kids liking to
dress in adult clothes for play.

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I think that is something, I
know I sure enjoyed as a kid,

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and I've always found when
I worked with young children

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that they love doing that.

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That it was not only
fun, but funny to them.

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So I'm going to share just
this little video clip,

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and this took me back to my
days in preschool when we begin

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to teach kids how to dress
and get their coats on.

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In a different way.

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[no audio on video]

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>> And this is a real good
way for very young kids.

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This would be at the top of
our group of kids, age wise.

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But learning how to get
your coat on and figuring

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out where those arms
go, it's a trick.

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That is a good technique
if you've never used it,

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I'll recommend it for you.

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But figuring out how to
get those arms in there

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and get it all in the
right place, it would seem

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like this could be harder,

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but it actually works
very well for kiddos.

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>> Now, our kids,
on the other hand,

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don't do things quite
as easily or as well.

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And I thought that
I would show you --

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this is a very old clip --

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but I thought I would
show you this one.

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Because I thought that it
demonstrated both some good

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techniques, but also
it showed some

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of the challenges
that our kids have.

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>> So you saw those arms go
down, those leg holes there.

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>> Those legs aren't as familiar
with -- or as confident,

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I guess, as -- to get in those
leg holes, as the arms are.

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>> I like that she
doesn't over help.

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That she's giving some support,

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but trying to minimize
prompting.

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Ooh, he doesn't like
his hands being grabbed.

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>> Okay, here's another
thing about getting stuff on.

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He's definitely got
how to get arms in,

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he knows where his
head is supposed to go,

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but he doesn't have
good techniques

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for getting the rest
of that done.

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You know, he's not really
using his hands too well

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to pull it out of the way.

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>> Matt: Trying to
just use his head.

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>> Kate: Using his head
and his body, yeah.

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And I think, you know, for me
there's a number of reasons

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for a lot of these things.

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I think, you know, a
lot of it has to do

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with spatial orientation, you
know, when it comes to knowing

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where to put what body
part in what thing.

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I think, in this case, you
know, maybe not enough practice

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with hands, gripping and pulling

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and learning how to
use them that way.

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>> Matt: It was making me
think of our last chapter

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about eating, and
Lilli was reminding us

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that the learner is only going
to feel what is done to them.

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That's their first
experience with modeling.

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So it makes me think if somebody
for years has been putting

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that shirt on him, his role
was to push his head through.

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>> Kate: That's all
he had to do, yeah.

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That's such a good point, Matt.

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It really is, because
unless, you know --

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if they can't see they've
got to have you modeling

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for them how it works.

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00:13:22,046 --> 00:13:26,766
And, you know, we don't
think to do that very much.

242
00:13:27,256 --> 00:13:34,946
So we have our challenges
before us with these kiddos.

243
00:13:35,056 --> 00:13:38,666
>> And what Lilli says is that
these kids can learn to dress

244
00:13:38,666 --> 00:13:42,566
and undress just like any other
kid, if there is significant,

245
00:13:43,786 --> 00:13:47,496
or sufficient muscle
strength and motor ability.

246
00:13:47,496 --> 00:13:50,066
And I think this is where the
Active Learning piece comes

247
00:13:50,066 --> 00:13:52,436
in so much because
everything that we're doing

248
00:13:52,436 --> 00:13:56,206
in active learning is
building motor ability

249
00:13:56,206 --> 00:13:59,366
and muscle strength for them to
be able to do things; both fine

250
00:13:59,366 --> 00:14:02,576
and gross motor strength
and skills.

251
00:14:02,936 --> 00:14:05,736
So I think that that's really
important and that's one

252
00:14:05,736 --> 00:14:09,106
of the reasons we really want
to emphasize Active Learning.

253
00:14:09,896 --> 00:14:11,856
>> So here was some
of her suggestions,

254
00:14:11,856 --> 00:14:13,376
and I think these
are great ones.

255
00:14:13,996 --> 00:14:16,776
She said dress the child
in clothes, socks and shoes

256
00:14:16,776 --> 00:14:18,346
that are easy to take off.

257
00:14:18,346 --> 00:14:21,936
You know, I so remember
when velcro first came out

258
00:14:21,936 --> 00:14:25,456
and what a great invention that
was for so many of our kids

259
00:14:25,916 --> 00:14:27,936
who could not deal
with all of the laces

260
00:14:27,936 --> 00:14:30,446
and the ties, you know?

261
00:14:30,646 --> 00:14:34,256
And independence is what
we want so, you know,

262
00:14:34,256 --> 00:14:35,586
that's a really good thing.

263
00:14:36,046 --> 00:14:39,306
Provide partial assistance
and let the child do the rest.

264
00:14:39,306 --> 00:14:42,586
I think that last video that
we saw was a good example

265
00:14:42,586 --> 00:14:47,356
of his instructor working
with him, providing support

266
00:14:47,356 --> 00:14:50,466
but not doing it all
for him, you know.

267
00:14:50,816 --> 00:14:53,526
You could tell that
he didn't really --

268
00:14:53,926 --> 00:14:57,506
clearly know what was
supposed to happen next

269
00:14:57,506 --> 00:15:00,256
or how to do a lot of it.

270
00:15:00,816 --> 00:15:03,126
He could do much of it.

271
00:15:03,126 --> 00:15:06,096
He could pull the
pants up once he kind

272
00:15:06,096 --> 00:15:08,416
of had some guidance
on what it was about.

273
00:15:08,416 --> 00:15:12,266
But he -- he just didn't
have it on his own.

274
00:15:12,266 --> 00:15:13,846
>> Matt: Right, but
she, like you said,

275
00:15:13,846 --> 00:15:18,396
was giving him some space
to fill in with initiations,

276
00:15:18,396 --> 00:15:22,026
as the familiarity increased,
so that he can learn.

277
00:15:22,026 --> 00:15:25,486
If you don't give him that
space and get in a hurry

278
00:15:25,486 --> 00:15:28,406
and don't prioritize, they're
not going to develop that skill.

279
00:15:28,406 --> 00:15:29,946
>> Kate: That means
they won't develop it.

280
00:15:30,306 --> 00:15:33,446
I also liked it, when she
did have to prompt him,

281
00:15:33,446 --> 00:15:37,336
as much as she could, she
used the clothing to prompt

282
00:15:37,336 --> 00:15:43,046
and not her hand to prompt, so
I think that was pretty good.

283
00:15:43,046 --> 00:15:46,196
I would have liked to
have seen, this is so old,

284
00:15:46,776 --> 00:15:49,926
this little clip is, but I
would like to see, you know,

285
00:15:49,926 --> 00:15:52,926
the modeling of hand under hand
when you are dressing a child

286
00:15:52,926 --> 00:15:55,596
and undressing a child,
especially the dressing part,

287
00:15:55,596 --> 00:15:58,696
you know, get those hands
under, riding your hands,

288
00:15:58,816 --> 00:16:01,666
having them follow you
pulling those britches up,

289
00:16:01,756 --> 00:16:04,806
that's how you learn,
that's how you learn.

290
00:16:05,556 --> 00:16:08,206
>> Okay. Make undressing a game.

291
00:16:08,466 --> 00:16:12,186
So undress and dress and
this is a wonderful activity

292
00:16:12,186 --> 00:16:13,716
to do with kids.

293
00:16:13,936 --> 00:16:17,756
When we had our biggest active
learning room here on campus,

294
00:16:17,756 --> 00:16:20,236
we had a dress-up area.

295
00:16:20,786 --> 00:16:21,606
Set up in the room.

296
00:16:21,606 --> 00:16:26,356
And it was full with hats
and wigs and socks and shoes,

297
00:16:26,356 --> 00:16:29,306
all different sizes and
textures and shapes.

298
00:16:29,826 --> 00:16:32,086
And we would just simply
get over in that room,

299
00:16:32,136 --> 00:16:33,806
put a kid on the
resonance board,

300
00:16:34,296 --> 00:16:36,766
start playing with the clothes.

301
00:16:37,006 --> 00:16:39,096
Putting it on and
taking it off with them.

302
00:16:39,096 --> 00:16:41,286
It was a great way to interact.

303
00:16:41,346 --> 00:16:42,816
The kids really got into it.

304
00:16:42,816 --> 00:16:44,846
We had wigs, we had
all sorts of things.

305
00:16:44,936 --> 00:16:49,066
Now, I will say that there is a
head lice issue, always be sure

306
00:16:49,066 --> 00:16:52,266
that you keep all of those
things nice and tidy.

307
00:16:52,406 --> 00:16:57,536
But, you know, it's a great
activity to do with the kids

308
00:16:57,536 --> 00:17:01,146
and because the clothes are
slightly oversized, generally,

309
00:17:01,456 --> 00:17:05,196
they usually can do a lot
more with those clothes.

310
00:17:07,256 --> 00:17:14,056
>> Also, providing the box
of shelf of shoes and boots,

311
00:17:14,056 --> 00:17:16,356
kids like to put on
mom and dad's shoes.

312
00:17:16,356 --> 00:17:18,806
That's one of the very
early things that they do

313
00:17:18,806 --> 00:17:23,096
and giving those big shoes an
opportunity to be tried on,

314
00:17:23,096 --> 00:17:25,506
gives them the opportunity
to actually put their foot

315
00:17:25,506 --> 00:17:27,936
in something easily,
before they have to put it

316
00:17:27,936 --> 00:17:29,946
in something a little more
difficult like the ones

317
00:17:29,946 --> 00:17:30,846
that actually fit them.

318
00:17:30,846 --> 00:17:35,816
They also can experience,
you know, shoes that --

319
00:17:35,816 --> 00:17:38,286
how they feel when they
go on the wrong feet

320
00:17:38,286 --> 00:17:40,686
because they feel very
differently, you know.

321
00:17:40,866 --> 00:17:45,486
So it's that -- it's -- there's
so many textures and smells

322
00:17:45,486 --> 00:17:50,326
and things associated with shoes
and clothes, and, you know --

323
00:17:50,326 --> 00:17:52,536
and Andy is over here
laughing, but yes,

324
00:17:52,536 --> 00:17:55,726
some of those smells may
not be altogether pleasant.

325
00:17:55,836 --> 00:17:56,286
But...

326
00:17:56,366 --> 00:17:57,246
>> Matt: Memorable!

327
00:17:57,446 --> 00:17:59,856
>> Kate: Still a good
thing, it's memorable.

328
00:17:59,926 --> 00:18:04,216
>> Matt: Makes me think that
the experience itself is

329
00:18:04,786 --> 00:18:05,416
probably memorable.

330
00:18:05,416 --> 00:18:07,856
I have dozens of boy cousins.

331
00:18:08,466 --> 00:18:10,846
We all have photos
of ourselves putting

332
00:18:10,846 --> 00:18:12,296
on my grandfather's boots.

333
00:18:12,296 --> 00:18:15,186
Now it becomes clear,

334
00:18:15,306 --> 00:18:20,906
they weren't all set
up, we all just did it.

335
00:18:20,966 --> 00:18:23,876
And the people in the
environment said, 'Oh,

336
00:18:23,876 --> 00:18:25,516
isn't that cute and
let's get a picture,

337
00:18:25,516 --> 00:18:29,206
it was a really rewarding
situation and it encouraged us

338
00:18:29,206 --> 00:18:33,336
to keep doing that type of play,
which lo and behold we find

339
00:18:33,336 --> 00:18:35,936
out helps us to develop skills.

340
00:18:35,936 --> 00:18:36,676
>> Kate: Exactly.

341
00:18:36,916 --> 00:18:38,806
Another great idea she had,

342
00:18:39,366 --> 00:18:42,106
she said that you
can make a fabric bag

343
00:18:42,106 --> 00:18:45,646
and you can attach toys
inside it on Velcro.

344
00:18:45,646 --> 00:18:48,606
I haven't ever seen this
before in any of the trainings

345
00:18:48,606 --> 00:18:50,776
that I've been to, but I
think it would be great

346
00:18:51,156 --> 00:18:54,676
so they could work on reaching
a hand in and exploring

347
00:18:54,676 --> 00:18:57,616
around for an object and
being able to pull it out.

348
00:18:57,616 --> 00:18:59,686
That's something to think about.

349
00:18:59,686 --> 00:19:02,216
You could also do it in a
box, too, where you have

350
00:19:02,216 --> 00:19:04,816
to reach inside a box and find
something and pull it out.

351
00:19:06,056 --> 00:19:10,586
Okay. So that covers clothing.

352
00:19:10,586 --> 00:19:15,146
Does anybody have any comments
or questions before we go

353
00:19:15,146 --> 00:19:17,456
on to our next section?

354
00:19:18,306 --> 00:19:21,866
>> Can you think of ways that
dressing could be aligned

355
00:19:21,866 --> 00:19:23,856
to reading, writing and math?

356
00:19:24,396 --> 00:19:28,636
Well, in terms of math if
you are trying on shoes

357
00:19:28,636 --> 00:19:31,536
of a different size,
we're talking about sizes,

358
00:19:31,886 --> 00:19:34,616
we're talking about shapes if
we're trying to get two shoes

359
00:19:34,616 --> 00:19:36,336
that are shaped the same way.

360
00:19:36,916 --> 00:19:39,496
I don't know about writing,

361
00:19:39,496 --> 00:19:42,006
but any of those fine
motor skills are going

362
00:19:42,006 --> 00:19:44,986
to lead towards what you
are trying to do to write.

363
00:19:44,986 --> 00:19:48,506
If you can't grasp your
shirt or anything else,

364
00:19:48,566 --> 00:19:50,606
writing anything
isn't going to work.

365
00:19:50,646 --> 00:19:52,616
>> Matt: Following a left

366
00:19:52,746 --> 00:19:54,626
to right sequence
would be a prerequisite

367
00:19:54,626 --> 00:19:55,896
in all those areas, right?

368
00:19:55,896 --> 00:19:58,346
>> Kate: Yeah, and
just the concepts, too,

369
00:19:58,346 --> 00:20:00,016
of knowing what those things are

370
00:20:00,016 --> 00:20:03,736
so that language can be
attached to it, you know.

371
00:20:04,146 --> 00:20:07,186
We might be able to -- I'd
have to kind of look at it

372
00:20:07,186 --> 00:20:11,076
and work my way back, but
just off the top of my head,

373
00:20:11,596 --> 00:20:15,986
that seems, you know, to be
at least some piece of it.

374
00:20:16,616 --> 00:20:21,056
>> Matt: Yeah, well, I know kids
that have had tactile symbols

375
00:20:21,056 --> 00:20:24,746
as labels on their drawer and
so now you're talking about,

376
00:20:25,066 --> 00:20:28,036
you know, words and symbol
representation of words,

377
00:20:28,386 --> 00:20:30,756
if something interesting
happened during a dressing

378
00:20:30,756 --> 00:20:33,296
routine you could make it
an experience story to read,

379
00:20:33,296 --> 00:20:36,266
and have that reading and
writing component going.

380
00:20:36,336 --> 00:20:36,676
>> Kate: Right.

381
00:20:36,966 --> 00:20:40,416
Or even just labeling
clothes and things, you know.

382
00:20:40,486 --> 00:20:44,046
That for the child to find the
back of the clothes, I mean,

383
00:20:44,046 --> 00:20:46,206
that's a very functional
independent living skill

384
00:20:46,636 --> 00:20:49,566
to find the label to be able
to put your shirt on and get it

385
00:20:49,566 --> 00:20:50,986
in the right orientation.

386
00:20:51,606 --> 00:20:54,876
>> It seems our teachers
have been asked to be sure

387
00:20:54,876 --> 00:20:56,436
and align everything
to core content.

388
00:20:56,436 --> 00:20:59,316
Well, I want all of your
teachers to be tuned

389
00:20:59,316 --> 00:21:01,316
into the TETN that
we're going to have,

390
00:21:01,386 --> 00:21:03,716
a little later this month,
because we're going to focus

391
00:21:03,716 --> 00:21:07,126
on that very issue and going to
give you a lot of information

392
00:21:07,676 --> 00:21:10,686
that will help you
address that with them.

393
00:21:11,376 --> 00:21:14,536
Because everything
doesn't have to be aligned

394
00:21:14,536 --> 00:21:15,946
to the Core Curriculum.

395
00:21:16,296 --> 00:21:19,346
For kids who are visually
impaired and deafblind we have

396
00:21:19,346 --> 00:21:22,386
to focus on Expanded
Core Curriculum as well.

397
00:21:22,386 --> 00:21:27,986
As I understand it, everything
does not have to be aligned.

398
00:21:28,116 --> 00:21:30,586
I will say you can
make an alignment

399
00:21:30,816 --> 00:21:32,726
and we will show
you more about that.

400
00:21:33,406 --> 00:21:36,176
>> Can you think of some way
to motivate a totally blind

401
00:21:36,176 --> 00:21:37,886
and deaf child to
want to play dress

402
00:21:37,886 --> 00:21:40,656
up with hats, shoes, et cetera.

403
00:21:40,856 --> 00:21:44,066
I think get in and play
on a resonance board

404
00:21:44,186 --> 00:21:47,176
with those activities.

405
00:21:47,536 --> 00:21:48,726
Do games -- like some

406
00:21:48,726 --> 00:21:51,176
of the peekaboo games
is a way to start.

407
00:21:51,326 --> 00:21:55,746
Putting up -- something over
your head and taking it off.

408
00:21:55,836 --> 00:21:57,416
>> Matt: Have the
adult put to clothes --

409
00:21:57,416 --> 00:22:01,156
your question makes me
think of something that came

410
00:22:01,156 --> 00:22:06,546
up during the symposium when
our friends from Norway,

411
00:22:06,546 --> 00:22:10,756
Gunnar Vege, mentioned
-- what was it?

412
00:22:10,756 --> 00:22:13,636
The quote about interesting
and interested.

413
00:22:15,316 --> 00:22:17,616
'The interested becomes
the interesting.'

414
00:22:18,116 --> 00:22:18,486
>> Kate: Right.

415
00:22:18,596 --> 00:22:21,996
>> Matt: So if we play with
these kids with clothes

416
00:22:21,996 --> 00:22:23,846
and make it fun, it will --

417
00:22:23,926 --> 00:22:27,186
they will become interested
in that topic, that can lead

418
00:22:27,186 --> 00:22:28,606
to the development of skills.

419
00:22:29,136 --> 00:22:32,006
>> Kate: Again, you know, one
of the things we did as far

420
00:22:32,006 --> 00:22:34,816
as independent exploration
is we had an area set

421
00:22:34,816 --> 00:22:37,166
up where there were
tons of stuff for them

422
00:22:37,166 --> 00:22:39,266
to just explore in
terms of clothing.

423
00:22:39,726 --> 00:22:42,826
And they do a lot
of that trying on

424
00:22:42,916 --> 00:22:44,596
and exploring it on their own.

425
00:22:44,596 --> 00:22:45,896
Now, it doesn't mean
they got them

426
00:22:45,896 --> 00:22:47,186
on the right part of their body.

427
00:22:47,596 --> 00:22:49,236
They may have put the
shoe on their hand

428
00:22:49,236 --> 00:22:51,236
and they may have put
the hat on their foot,

429
00:22:51,666 --> 00:22:54,346
but that's the early
steps of it.

430
00:22:54,346 --> 00:22:57,446
Then as you get into your
interactions with them,

431
00:22:57,976 --> 00:23:01,456
you know, trying on different
hats and where you introduce

432
00:23:01,576 --> 00:23:05,026
that object, not
necessarily to their hands,

433
00:23:05,396 --> 00:23:08,336
but maybe to their heads
or you put it on your head,

434
00:23:08,696 --> 00:23:12,026
and let them bend down and -- or
bend down and let them find it

435
00:23:12,026 --> 00:23:13,616
on your head and take it off.

436
00:23:14,226 --> 00:23:17,296
Trying each other's
shoes on, you know.

437
00:23:17,736 --> 00:23:22,136
Taking your shoe off, sitting
on the board and make sounds

438
00:23:22,136 --> 00:23:24,486
with your shoes and
then take your shoes off

439
00:23:24,856 --> 00:23:28,176
and explore the shoes and then
let them try to put the shoes

440
00:23:28,176 --> 00:23:29,596
on their feet, you know.

441
00:23:30,206 --> 00:23:34,666
You can do things like that that
help them build those concepts.

442
00:23:35,856 --> 00:23:36,696
Good questions.

443
00:23:37,766 --> 00:23:37,886
>> Matt: Yeah.

444
00:23:38,066 --> 00:23:39,226
>> Kate: Okay, we're
going to keep moving

445
00:23:39,226 --> 00:23:41,116
on because we have
so much to cover.

446
00:23:41,826 --> 00:23:46,746
Constructive Play is the
title of the next chapter.

447
00:23:46,746 --> 00:23:50,396
And these were two things
that Lilli emphasized.

448
00:23:50,876 --> 00:23:54,216
To play constructively
means to use objects

449
00:23:54,216 --> 00:23:55,716
and surroundings to create.

450
00:23:55,716 --> 00:23:57,046
And I thought this
was really good.

451
00:23:57,046 --> 00:24:00,926
Because, you know, I think
sometimes we think play is

452
00:24:00,926 --> 00:24:03,766
about learning to use objects
the way they're supposed

453
00:24:03,886 --> 00:24:04,746
to be used.

454
00:24:05,176 --> 00:24:07,206
You know? What's the
first thing that happens

455
00:24:07,676 --> 00:24:10,146
when a kid is given
a toy by an adult?

456
00:24:10,546 --> 00:24:12,096
They immediately are going

457
00:24:12,096 --> 00:24:14,436
to show them the
right way to use it.

458
00:24:14,436 --> 00:24:16,876
You know? Kids are
not interested

459
00:24:16,876 --> 00:24:18,706
in the right way to use it.

460
00:24:18,746 --> 00:24:22,726
They're going to just do it
their way and if they figure

461
00:24:22,726 --> 00:24:24,766
out a way that gives
them what they want,

462
00:24:24,766 --> 00:24:26,366
then they're happy with it.

463
00:24:26,366 --> 00:24:30,866
Typically, as we've all seen
with kids who can now do more

464
00:24:31,086 --> 00:24:35,566
on iPhones and iPads than any
adult, they will keep working

465
00:24:35,566 --> 00:24:38,236
with it until they
figure it out, you know.

466
00:24:38,846 --> 00:24:41,626
But I like that whole
thing about creating.

467
00:24:41,626 --> 00:24:44,986
They're going to use those
objects in different ways

468
00:24:45,036 --> 00:24:47,766
than we use them
and that's okay.

469
00:24:48,706 --> 00:24:52,926
Then she also says that play
allows the child opportunities

470
00:24:53,036 --> 00:24:56,446
to handle objects, to
understand the relationship

471
00:24:56,446 --> 00:25:02,236
between objects, to imagine, to
make decisions, to concentrate

472
00:25:02,236 --> 00:25:03,796
and to solve problems.

473
00:25:04,456 --> 00:25:07,706
Those are pretty important
skills, if you think

474
00:25:07,706 --> 00:25:11,966
about it for all learning.

475
00:25:12,046 --> 00:25:15,466
>> So here's some of the ways
that she breaks down some

476
00:25:15,596 --> 00:25:17,176
of the play activities.

477
00:25:17,276 --> 00:25:19,436
And the first one she
talks about is learning

478
00:25:19,436 --> 00:25:21,656
to put one object
inside another.

479
00:25:22,446 --> 00:25:25,156
And I thought that
was fascinating,

480
00:25:25,156 --> 00:25:29,336
she says our first experience of
putting into is the hand going

481
00:25:29,336 --> 00:25:33,096
into the mouth and it
happens as, in utero,

482
00:25:33,506 --> 00:25:36,746
which we've all seen
it on the sonograms.

483
00:25:36,746 --> 00:25:40,886
Then slipping the hand inside
the mother's clothes while being

484
00:25:40,886 --> 00:25:45,436
breast fed, you know, you see
kiddos doing that all the time.

485
00:25:45,866 --> 00:25:49,526
Then she says when they
begin to look at their hands,

486
00:25:49,936 --> 00:25:51,506
they put one hand in another.

487
00:25:51,506 --> 00:25:52,586
That was something
I hadn't thought

488
00:25:52,586 --> 00:25:54,516
about putting in,
but yeah they do.

489
00:25:54,996 --> 00:25:57,576
That is an experience
of putting in.

490
00:25:57,576 --> 00:26:03,236
That tactual experience of
having something your own hand

491
00:26:03,236 --> 00:26:05,366
up against your hand is
like having something,

492
00:26:05,366 --> 00:26:07,416
another object up
against your hand.

493
00:26:07,416 --> 00:26:09,996
>> Matt: Kate, when I was
reading this one in particular,

494
00:26:09,996 --> 00:26:13,606
I have a three month old, who
for the last two and a half

495
00:26:13,676 --> 00:26:16,656
to three weeks is absolutely
obsessed with his hands.

496
00:26:16,736 --> 00:26:21,056
He spends a fair portion of
the day with his hands in front

497
00:26:21,056 --> 00:26:24,226
of him turning around and
around and staring at them,

498
00:26:24,226 --> 00:26:26,606
moving them around,
touching the other one.

499
00:26:26,606 --> 00:26:31,886
You get an idea of the amount
of repetition that is required

500
00:26:31,986 --> 00:26:34,306
for these concepts to
start to develop, you know.

501
00:26:34,306 --> 00:26:38,686
It's amazing and
again it made me think

502
00:26:38,686 --> 00:26:42,946
of when I was a classroom
teacher and just

503
00:26:43,106 --> 00:26:45,566
if you understand how
important that repetition is,

504
00:26:45,566 --> 00:26:48,206
you understand how
important opportunity is,

505
00:26:48,276 --> 00:26:49,776
then you understand
how important it is

506
00:26:49,776 --> 00:26:53,366
to provide opportunity for
those -- that practice.

507
00:26:53,366 --> 00:26:54,146
>> Kate: Absolutely.

508
00:26:54,626 --> 00:26:56,356
You know the point
that she makes is

509
00:26:56,356 --> 00:26:58,686
at this point they
still do not realize

510
00:26:58,686 --> 00:27:00,286
that their hands belong to them.

511
00:27:00,456 --> 00:27:03,066
I think our kids who are
totally blind, especially,

512
00:27:03,746 --> 00:27:08,246
may not really understand that
that is their hand, you know.

513
00:27:08,376 --> 00:27:11,626
They don't have vision to
help them understand that.

514
00:27:11,626 --> 00:27:15,546
So it's really, you know, again,
you know, when we're talking

515
00:27:15,546 --> 00:27:18,366
about aligning it to the TEKS
and writing, you don't know

516
00:27:18,366 --> 00:27:22,616
that hand is yours, it begins
by knowing you have hands,

517
00:27:22,616 --> 00:27:26,396
you can turn and do
things with them.

518
00:27:26,766 --> 00:27:30,556
She talk about putting hands
in any space that's available,

519
00:27:30,556 --> 00:27:32,576
we've already talked
about that a little bit.

520
00:27:33,006 --> 00:27:36,916
Then when they begin to
pick up and hold objects,

521
00:27:36,976 --> 00:27:39,126
they will bring their
object to their mouth,

522
00:27:39,466 --> 00:27:43,976
and they will switch hands
and we see kids doing that.

523
00:27:44,086 --> 00:27:46,126
Then she says they're going
to commence to turn the object

524
00:27:46,126 --> 00:27:49,736
over while moving it
from hand to hand.

525
00:27:49,736 --> 00:27:51,436
She said about eight
to 10 months.

526
00:27:51,436 --> 00:27:53,076
Now this is eight to 10 months.

527
00:27:53,806 --> 00:27:56,726
Think about a lot of our
kids that we've assessed

528
00:27:57,936 --> 00:28:00,276
with their motor skills
at being six months.

529
00:28:01,196 --> 00:28:02,946
Okay. But at eight
to ten months,

530
00:28:02,946 --> 00:28:06,806
they begin to place a single
finger in a hole or a crack

531
00:28:06,806 --> 00:28:09,326
and that helps them
develop their pincer grasp.

532
00:28:10,126 --> 00:28:14,506
Later they begin to deliberately
place objects in specific places

533
00:28:15,616 --> 00:28:18,346
and they begin to play
games of taking objects out

534
00:28:18,346 --> 00:28:19,626
and putting them back in.

535
00:28:19,786 --> 00:28:22,666
Now, they've done all of
this, we're past eight

536
00:28:22,706 --> 00:28:25,716
to 10 months before they
begin to put objects back in.

537
00:28:26,926 --> 00:28:31,826
How many of our kids do we start
with saying, pick up the toys.

538
00:28:32,256 --> 00:28:36,986
We don't have them help us
take the toys out, we do that.

539
00:28:37,256 --> 00:28:39,346
We want them to pick it
up and put it back in.

540
00:28:39,346 --> 00:28:41,066
They're not there yet.

541
00:28:41,066 --> 00:28:42,616
They're just not there yet.

542
00:28:42,616 --> 00:28:44,576
>> Matt: This is kind of
a pattern in Chapter 9.

543
00:28:44,696 --> 00:28:48,816
You know, they're able to
take things out of the box,

544
00:28:49,186 --> 00:28:51,356
before they're able
to put them in.

545
00:28:52,706 --> 00:28:54,396
They're able to take
things apart,

546
00:28:54,396 --> 00:28:56,006
before they can put
them back together.

547
00:28:56,326 --> 00:29:00,686
They're able to stack,
but not bring objects back

548
00:29:00,686 --> 00:29:01,786
to the area to the
stacked space.

549
00:29:01,786 --> 00:29:04,736
So all of those skills,
they need a partner

550
00:29:04,936 --> 00:29:07,486
in order to have repetition.

551
00:29:07,486 --> 00:29:10,296
If they take the two things
apart and nobody comes --

552
00:29:10,296 --> 00:29:14,256
and nobody comes back they
just get one practice taking

553
00:29:14,256 --> 00:29:14,616
it apart.

554
00:29:14,616 --> 00:29:15,386
>> Kate: Then it's done.

555
00:29:15,386 --> 00:29:19,846
That's why with Active Learning,
it's not just equipment

556
00:29:19,846 --> 00:29:22,786
and it's not just
independent exploration.

557
00:29:23,166 --> 00:29:27,556
You have to have time when
the adult is interacting

558
00:29:27,556 --> 00:29:29,046
with that child.

559
00:29:29,136 --> 00:29:31,216
>> Matt: Such a good point
to make, Kate, right.

560
00:29:31,216 --> 00:29:34,206
I think if there's a myth out
there, in certain circles --

561
00:29:34,556 --> 00:29:36,756
>> Kate: You put them in
a box, they're good to go.

562
00:29:37,446 --> 00:29:39,836
No. No. It's not.

563
00:29:40,146 --> 00:29:42,876
>> Puts objects in container
in fronts and next to him.

564
00:29:42,876 --> 00:29:45,966
And I have seen kids do
this when they are playing.

565
00:29:45,966 --> 00:29:49,176
They will -- they will -- once
they begin to take things in

566
00:29:49,176 --> 00:29:52,396
and out, that they begin to sort
of put them in specific places.

567
00:29:52,396 --> 00:29:56,496
Begins to take object
to the world around him,

568
00:29:56,686 --> 00:30:00,536
the bars of the crib,
spaces within reach.

569
00:30:00,536 --> 00:30:04,986
At 18 to 24 months, they finally
are beginning to put things

570
00:30:04,986 --> 00:30:08,986
in actual containers, but
they are having problems

571
00:30:09,926 --> 00:30:11,716
because they can't
distinguish size --

572
00:30:11,716 --> 00:30:17,236
and this is at 18 to 24
months, so they have to kind

573
00:30:17,236 --> 00:30:21,066
of experiment with which
one it will fit in.

574
00:30:21,066 --> 00:30:25,576
Okay. Much later, he learns to
estimate the size of objects

575
00:30:25,576 --> 00:30:27,796
and containers just
by looking at them.

576
00:30:28,106 --> 00:30:30,106
>> Matt: But after,
you know...thousands

577
00:30:30,626 --> 00:30:33,036
of opportunities
of experimenting...

578
00:30:33,036 --> 00:30:34,516
>> Kate: Practices --
of trying to put it

579
00:30:34,516 --> 00:30:37,476
in the wrong thing, exactly.

580
00:30:37,546 --> 00:30:40,406
And this is a typically
developing child.

581
00:30:40,846 --> 00:30:43,816
Then they get to the place
where they can hold a container

582
00:30:43,816 --> 00:30:46,526
in one hand and use the
other to put objects in,

583
00:30:47,226 --> 00:30:49,666
and then gradually,
at this point,

584
00:30:49,726 --> 00:30:51,366
they begin to complete puzzles

585
00:30:51,796 --> 00:30:54,746
and display other functions
of putting things in.

586
00:30:55,376 --> 00:31:00,526
So we're talking beyond 18 to 24
months that they're doing this.

587
00:31:01,066 --> 00:31:04,966
How many of us, and I'm just
as guilty as anybody else,

588
00:31:05,316 --> 00:31:09,136
have tried to get kids at this
very low developmental level

589
00:31:09,136 --> 00:31:12,326
to do things that require
them to put things in,

590
00:31:12,576 --> 00:31:15,436
that would have things like
those big one-piece puzzles.

591
00:31:15,886 --> 00:31:18,056
You know, I have
seen it as a goal

592
00:31:18,056 --> 00:31:19,456
to complete a one-piece puzzle.

593
00:31:20,216 --> 00:31:22,236
It's not appropriate.

594
00:31:22,596 --> 00:31:26,096
It's just not appropriate,
cause this is a kid

595
00:31:26,336 --> 00:31:28,526
who is not disabled
and who has vision.

596
00:31:29,386 --> 00:31:32,656
Okay, so we're going to
take a look at a video

597
00:31:33,096 --> 00:31:38,856
of what kids are
able to do in --

598
00:31:38,856 --> 00:31:41,196
actually, I'm going
to keep going.

599
00:31:41,196 --> 00:31:42,656
We'll come back to
this in just a minute.

600
00:31:43,206 --> 00:31:44,676
No, I won't.

601
00:31:44,676 --> 00:31:45,416
I changed my mind.

602
00:31:45,776 --> 00:31:47,806
We're going to look at this
because I want you to see this

603
00:31:47,806 --> 00:31:51,486
and I'm afraid we'll
run out of time.

604
00:31:51,766 --> 00:31:53,076
Because we're getting
close here.

605
00:31:53,716 --> 00:31:57,656
We're going to look at a kid

606
00:31:57,656 --> 00:32:00,696
with pretty significant
disabilities

607
00:32:01,516 --> 00:32:30,516
[ child vocalizing ]

608
00:32:31,016 --> 00:32:50,000
[ silence ]

609
00:32:50,516 --> 00:32:59,516
[ objects rattling ]

610
00:33:00,016 --> 00:33:15,000
[ silence ]

611
00:33:15,516 --> 00:33:55,546
[ objects rattling ]

612
00:33:56,046 --> 00:34:02,936
>> Kate: Okay, so just based
on that video, what are some

613
00:34:02,936 --> 00:34:06,946
of the things that you noticed,
Matt and the rest of you guys,

614
00:34:07,036 --> 00:34:08,556
what are some of the
things that you noticed

615
00:34:08,726 --> 00:34:12,126
that this kiddo could do?

616
00:34:12,386 --> 00:34:13,926
And what would you
think, you know,

617
00:34:13,926 --> 00:34:16,376
in terms of his development
and what we've just learned

618
00:34:16,376 --> 00:34:22,326
about sort of a typical pattern,
how far he is along in terms

619
00:34:22,396 --> 00:34:24,156
of months, just a
guesstimate, I'm not going

620
00:34:24,156 --> 00:34:25,166
to hold you to anything.

621
00:34:25,226 --> 00:34:25,646
>> Matt: Oh, gosh.

622
00:34:26,026 --> 00:34:30,806
Well just watching, it took him
a while to get moving in there,

623
00:34:30,806 --> 00:34:31,726
you know, over the course

624
00:34:31,726 --> 00:34:33,826
of the two minute video
it really did increase.

625
00:34:33,916 --> 00:34:38,356
>> Kate: Actually, this
is about a 40 minute video

626
00:34:38,356 --> 00:34:43,306
and those were clips from the
beginning, and then samples

627
00:34:43,306 --> 00:34:46,796
in the middle and then
right at the very end.

628
00:34:47,406 --> 00:34:48,106
>> Matt: I believe it.

629
00:34:48,106 --> 00:34:50,526
Because it seemed to
start really slow.

630
00:34:50,566 --> 00:34:55,976
He got to the point where he
was holding the pom pom,

631
00:34:55,976 --> 00:34:58,186
I think, or had a grip on it.

632
00:34:58,186 --> 00:35:01,696
That was really the
only grip I saw.

633
00:35:02,196 --> 00:35:04,366
>> Kate: Peggy comments
he was doing a

634
00:35:04,476 --> 00:35:05,696
hand to hand exchange.

635
00:35:05,696 --> 00:35:08,106
Remember we talked
about that in that list,

636
00:35:08,136 --> 00:35:12,976
they could move something
from one hand to the other.

637
00:35:13,066 --> 00:35:16,006
>> He also was moving
his legs some.

638
00:35:16,866 --> 00:35:18,976
Now, it's important
to know this kiddo is

639
00:35:18,976 --> 00:35:22,836
in a wheelchair a good portion
of the day, he's in A-F-Os.

640
00:35:23,336 --> 00:35:27,606
So, you know, there's not a lot
of opportunity to move when he's

641
00:35:27,606 --> 00:35:29,616
in his chair, get
those legs moving.

642
00:35:30,126 --> 00:35:38,076
And what I understood about
this kiddo, from Scott, is that,

643
00:35:38,076 --> 00:35:41,626
you know, they don't typically
see a lot of leg movement.

644
00:35:41,626 --> 00:35:42,916
But he was doing some

645
00:35:42,916 --> 00:35:44,966
and I thought some
nice stuff actually.

646
00:35:44,966 --> 00:35:47,226
>> Matt: Twinkle points out
he seemed to be exploring more

647
00:35:47,226 --> 00:35:49,836
with his feet -- than
his hands at that stage.

648
00:35:49,836 --> 00:35:51,196
And I saw that at first, too.

649
00:35:51,196 --> 00:35:54,086
I saw his toes working
the bells,

650
00:35:54,306 --> 00:35:57,226
at first, before his hands.

651
00:35:57,226 --> 00:35:57,786
>> Kate: Exactly.

652
00:35:57,786 --> 00:35:59,836
He actually wasn't doing much

653
00:35:59,836 --> 00:36:02,596
of anything during the
whole time I watched this,

654
00:36:02,596 --> 00:36:03,576
with his hands.

655
00:36:03,876 --> 00:36:11,056
He, a couple of times, went
for the little ball on the --

656
00:36:11,186 --> 00:36:14,526
in the red thing that's on
the -- to the right of the --

657
00:36:14,606 --> 00:36:15,816
bottom-right of the screen.

658
00:36:16,416 --> 00:36:18,036
But it was kind of accidental.

659
00:36:18,036 --> 00:36:21,746
He did, however, use his head
to move the strings around.

660
00:36:22,726 --> 00:36:26,176
But his hands really pretty
much stayed in his lap.

661
00:36:26,366 --> 00:36:29,016
>> Matt: And Peggy points out
he didn't actively explore

662
00:36:29,016 --> 00:36:31,336
until the pom pom
was laid in his lap.

663
00:36:31,336 --> 00:36:31,666
>> Kate: Right.

664
00:36:31,666 --> 00:36:34,936
And the reason that they put
the pom pom in his lap,

665
00:36:35,156 --> 00:36:39,406
is that he seems to
like to grasp things

666
00:36:39,406 --> 00:36:44,476
that have a very long,
thin profile, like a stick.

667
00:36:44,936 --> 00:36:47,586
So they were thinking that if
they gave him something more

668
00:36:47,586 --> 00:36:51,596
stick like, he does
actually start kind of messing

669
00:36:51,596 --> 00:36:57,976
with the objects using that.

670
00:36:58,046 --> 00:37:02,376
This kiddo also would, in the
long version of this video,

671
00:37:02,896 --> 00:37:07,066
he would do something for
about the length of time each

672
00:37:07,066 --> 00:37:11,826
of these clips is, and then
he would take maybe a minute

673
00:37:12,176 --> 00:37:15,786
where he almost appeared like he
had gone to sleep, sitting up,

674
00:37:15,786 --> 00:37:19,186
and then he would come back
and do a little bit more.

675
00:37:19,186 --> 00:37:22,546
Now, I don't know what
his stamina level is.

676
00:37:22,846 --> 00:37:25,136
I'm sure a certain amount
of it was processing.

677
00:37:25,596 --> 00:37:29,206
But, you know, he did
actually quite a number

678
00:37:29,206 --> 00:37:30,246
of good movements.

679
00:37:30,246 --> 00:37:34,406
And what I understand
is, his movements,

680
00:37:34,406 --> 00:37:37,606
since he's had more time in
the little room this year

681
00:37:37,606 --> 00:37:38,946
or in active learning kinds

682
00:37:38,946 --> 00:37:41,066
of environments, has
really increased.

683
00:37:41,066 --> 00:37:42,686
He's doing a lot more things.

684
00:37:43,376 --> 00:37:47,786
So let's see what Lilli talks
about when we're looking

685
00:37:47,786 --> 00:37:50,626
at issues for children
that are visually impaired,

686
00:37:50,736 --> 00:37:52,616
VIMD and deafblind.

687
00:37:53,156 --> 00:37:55,416
They do not use their
hand at midline.

688
00:37:55,416 --> 00:37:59,396
Well, she said they miss the
early stages of hand-in-mouth

689
00:37:59,396 --> 00:38:00,746
and moving from
hand to hand.

690
00:38:00,746 --> 00:38:03,796
I don't know if this
is true of all kids,

691
00:38:03,836 --> 00:38:05,896
but certainly we do know a lot

692
00:38:05,896 --> 00:38:08,976
of our kids have trouble
bringing hands to midline

693
00:38:08,976 --> 00:38:12,286
for a variety of reasons.

694
00:38:12,286 --> 00:38:15,586
They may miss other steps if not
provided toys in surroundings

695
00:38:15,616 --> 00:38:18,276
that motivate to put hands
in containers and fingers

696
00:38:18,276 --> 00:38:22,396
into holes, again, that's
where Active Learning comes.

697
00:38:22,596 --> 00:38:26,276
And they need to be motivated
by the sound that is made

698
00:38:26,276 --> 00:38:28,156
of putting things in
and pouring things out.

699
00:38:28,156 --> 00:38:30,856
And I thought this is really
important, because this goes

700
00:38:30,856 --> 00:38:33,116
about a being to the kind
of materials that we select.

701
00:38:33,116 --> 00:38:36,856
And if the kiddo is deafblind,
you want to also think

702
00:38:36,856 --> 00:38:39,076
about can he hear those
sounds that you put in.

703
00:38:39,076 --> 00:38:41,146
He will probably
feel some vibration,

704
00:38:41,146 --> 00:38:42,556
especially if it's going

705
00:38:42,556 --> 00:38:45,476
into a container that's
right near his body.

706
00:38:45,476 --> 00:38:47,806
He can feel the vibrations,

707
00:38:47,946 --> 00:38:50,406
but the sounds are what
oftentimes are going

708
00:38:50,406 --> 00:38:51,296
to be the motivator.

709
00:38:51,666 --> 00:38:55,156
So you need to pick objects that
are going to make a good sound

710
00:38:55,156 --> 00:38:57,926
that that child can hear.

711
00:38:58,046 --> 00:39:01,736
Let's see, Twinkle says: If
there's time towards the end,

712
00:39:01,736 --> 00:39:05,456
when do you see it is time
to move from Active Learning,

713
00:39:05,546 --> 00:39:07,636
types of movement that you would
like to notice from the child.

714
00:39:08,296 --> 00:39:12,756
Twinkle, I think a lot of that
is going to come into looking

715
00:39:12,906 --> 00:39:16,566
at the functional
scheme assessment and see

716
00:39:16,566 --> 00:39:19,306
when they have moved
up the scale on that.

717
00:39:19,306 --> 00:39:21,036
I think if you -- you know,

718
00:39:21,036 --> 00:39:23,836
as you go through the functional
scheme, which by the way,

719
00:39:23,836 --> 00:39:25,416
we were really thinking
about focusing

720
00:39:25,416 --> 00:39:27,646
on the Functional Scheme
Assessment for next year.

721
00:39:28,056 --> 00:39:31,016
We'll have more on that later.

722
00:39:31,016 --> 00:39:36,186
When you look at those, it
will take you know by month

723
00:39:36,186 --> 00:39:41,176
and we know that we're not
ready to move into more...

724
00:39:42,286 --> 00:39:45,736
traditional instructional
strategies

725
00:39:45,736 --> 00:39:48,846
until they are right
at four years old.

726
00:39:49,526 --> 00:39:53,036
And so that's what we've got
to work towards, is we've got

727
00:39:53,036 --> 00:39:54,716
to get all of those skills up.

728
00:39:56,496 --> 00:39:58,896
So, I think that's
kind of how you know.

729
00:39:58,896 --> 00:40:00,776
You do that assessment
and you watch

730
00:40:00,776 --> 00:40:02,586
and see what that
child is doing.

731
00:40:03,046 --> 00:40:07,426
And what Lilli also says, is
that when a child is ready

732
00:40:07,426 --> 00:40:10,906
to make that next move,
you know, or use --

733
00:40:10,906 --> 00:40:14,486
or have a new skill, you keep
offering them opportunities

734
00:40:14,486 --> 00:40:17,026
to do that, you keep
modeling that,

735
00:40:17,026 --> 00:40:19,496
hand-under-hand or
however you can.

736
00:40:20,076 --> 00:40:22,666
But they won't do it until
they're ready to do it.

737
00:40:23,586 --> 00:40:26,386
So you can't really push
them on to that next step.

738
00:40:26,386 --> 00:40:28,576
You just have to give
them lots of repetition

739
00:40:28,576 --> 00:40:30,406
at whatever stage they're in.

740
00:40:30,606 --> 00:40:32,346
until they're ready to move on.

741
00:40:32,876 --> 00:40:39,936
Does that kind of
answer your question?

742
00:40:40,106 --> 00:40:43,026
>> Matt: Kate, thinking
specifically about kiddos, now,

743
00:40:43,216 --> 00:40:45,996
with very little hearing
and very little vision,

744
00:40:46,196 --> 00:40:50,546
makes me think of conversations
that we had around the symposium

745
00:40:50,546 --> 00:40:53,726
with Gunnar and Bernadette,
and how important, you know,

746
00:40:53,726 --> 00:40:56,666
Lilli is talking about kids
that can hear, we have to think

747
00:40:56,666 --> 00:40:59,446
about the sounds that
might motivate for them.

748
00:40:59,446 --> 00:41:02,216
Well for those kids that don't
have access to those sounds,

749
00:41:02,806 --> 00:41:06,806
thinking about what they are
tactually experiencing is

750
00:41:06,806 --> 00:41:12,926
crucial, but then letting
them know that you are aware

751
00:41:13,026 --> 00:41:16,656
of what they are tactually
experiencing, which the good way

752
00:41:16,656 --> 00:41:20,176
to start that is by imitating
how they are touching something,

753
00:41:20,776 --> 00:41:23,496
is -- something that
has to happen here.

754
00:41:23,496 --> 00:41:24,656
>> Kate: It absolutely does.

755
00:41:24,726 --> 00:41:25,306
It does.

756
00:41:25,306 --> 00:41:28,056
>> Matt: So that they are
provided with some motivation

757
00:41:28,116 --> 00:41:29,346
to continue to explore.

758
00:41:29,416 --> 00:41:29,696
>> Kate: Yeah.

759
00:41:29,696 --> 00:41:32,256
>> Matt: I think
sometimes that it doesn't,

760
00:41:32,566 --> 00:41:37,056
because we don't imitate them
and let them know that exploring

761
00:41:37,096 --> 00:41:41,306
with touch is okay, and can
be interesting, and can lead

762
00:41:41,306 --> 00:41:43,916
to conversation and interaction.

763
00:41:43,916 --> 00:41:45,326
>> Kate: You know, the
other thing that Lilli talks

764
00:41:45,326 --> 00:41:46,246
about is the importance

765
00:41:46,246 --> 00:41:49,396
of having duplicate
materials, just for that reason.

766
00:41:49,566 --> 00:41:51,286
So you don't have to
take the kid's away

767
00:41:51,456 --> 00:41:52,796
to get the same result.

768
00:41:53,276 --> 00:41:56,806
You let them know that you have
the same object that they have

769
00:41:56,806 --> 00:41:59,726
in their hand, and when they
make that sound and you make

770
00:41:59,726 --> 00:42:03,736
that sound, they get --
you know, they get --

771
00:42:03,736 --> 00:42:04,486
>> Matt: You're with me.

772
00:42:04,486 --> 00:42:06,836
>> Kate: You're with me,
you're aware, you understand

773
00:42:06,836 --> 00:42:08,196
that we're dealing
with the same stuff.

774
00:42:08,196 --> 00:42:15,426
You're talking my language.

775
00:42:15,716 --> 00:42:15,966
Okay.

776
00:42:16,316 --> 00:42:17,576
>> Andy: Who had the
video, at the beginning

777
00:42:17,576 --> 00:42:18,966
of the year, with the balloon?

778
00:42:19,116 --> 00:42:21,576
>> Kate: That was
one we played early

779
00:42:21,576 --> 00:42:28,476
in the year where...the teacher
would rub on the balloon --

780
00:42:28,476 --> 00:42:30,696
actually the kid was rubbing
on the balloon with the thumb

781
00:42:30,696 --> 00:42:33,676
and making the sound, and
then the teacher imitated it,

782
00:42:33,676 --> 00:42:36,576
and that again -- that's a
perfect example for a kid

783
00:42:36,576 --> 00:42:39,326
who is deafblind, but especially
for a kid that's not deafblind,

784
00:42:40,236 --> 00:42:42,086
one, there's great
tactile feedback,

785
00:42:42,086 --> 00:42:45,406
but it makes a great sound,
too, if you do have hearing.

786
00:42:45,526 --> 00:42:47,626
That's a good activity.

787
00:42:47,726 --> 00:42:48,056
Yeah.

788
00:42:49,026 --> 00:42:53,396
>> Okay. The basis to learning
to put things together is

789
00:42:53,396 --> 00:42:54,956
to be able to separate them.

790
00:42:54,956 --> 00:42:56,636
We've talked about this earlier.

791
00:42:57,106 --> 00:43:00,136
You need to have toys
that can be taken apart

792
00:43:00,136 --> 00:43:02,956
and allow the child to do so.

793
00:43:03,226 --> 00:43:06,796
She says that pouring from
bottles, tins and jugs is a type

794
00:43:06,796 --> 00:43:08,276
of separating an object.

795
00:43:08,276 --> 00:43:10,706
I hadn't really thought
about it that way, but, boy,

796
00:43:10,706 --> 00:43:14,896
it makes perfect sense, you
know, and doing, you know,

797
00:43:15,356 --> 00:43:19,866
like water tables,
sand tables, you know,

798
00:43:19,866 --> 00:43:23,926
doing little cooking kinds
of activities together

799
00:43:23,926 --> 00:43:26,576
where you are doing pouring
and things like that,

800
00:43:27,516 --> 00:43:29,026
great activities to do.

801
00:43:29,616 --> 00:43:33,446
For continued practice child
needs help from the adult

802
00:43:33,446 --> 00:43:37,176
in putting objects back
together, and refilling jugs.

803
00:43:37,676 --> 00:43:42,856
So we have to remember that,
you know, this is an activity,

804
00:43:42,856 --> 00:43:45,166
or there needs to be every day

805
00:43:45,166 --> 00:43:48,596
in the child's schedule an
opportunity for interaction

806
00:43:48,596 --> 00:43:54,976
with that adult around
these kinds of things.

807
00:43:55,046 --> 00:43:57,156
I'm curious, for a lot of you --
I'm going to keep moving on --

808
00:43:57,626 --> 00:44:01,296
what kind of stuff have you all
used for apart and together?

809
00:44:02,486 --> 00:44:05,736
I know we've used the brush,

810
00:44:05,736 --> 00:44:08,636
the old brush hair
rollers are really good.

811
00:44:08,636 --> 00:44:11,326
You can do stuff with velcro,

812
00:44:11,526 --> 00:44:14,446
so that you can stick things
together -- magnets we've used,

813
00:44:14,446 --> 00:44:16,086
we've liked them a lot.

814
00:44:16,496 --> 00:44:17,976
Those are really
fun to do things --

815
00:44:18,046 --> 00:44:21,796
magnets and those
little construction toys

816
00:44:21,796 --> 00:44:24,446
that you can put together
that clip to each other.

817
00:44:24,446 --> 00:44:27,206
If you've got some ideas,
put them in the chat.

818
00:44:27,206 --> 00:44:28,416
We're going to keep
rolling here,

819
00:44:28,506 --> 00:44:31,186
so we don't miss out on stuff.

820
00:44:31,686 --> 00:44:34,386
>> I took this information and
I kind of put it in a chart

821
00:44:34,466 --> 00:44:35,936
because I'm visual
and it's like.

822
00:44:35,936 --> 00:44:37,786
I want to think about, you know,

823
00:44:37,786 --> 00:44:41,096
because she would say well
any child will do this.

824
00:44:41,096 --> 00:44:44,156
But a visually impaired
child will do

825
00:44:44,156 --> 00:44:46,906
and a non visually impaired
child will do it differently.

826
00:44:46,966 --> 00:44:49,426
So I just sort of
gathered this information

827
00:44:49,426 --> 00:44:50,746
in a chart to look at it.

828
00:44:51,536 --> 00:44:54,696
So if we go down this,
and these are the stages,

829
00:44:54,726 --> 00:44:59,356
she takes this order; they
grasp every single object

830
00:44:59,636 --> 00:45:01,976
from the box, letting
it go immediately

831
00:45:01,976 --> 00:45:04,116
without paying any
attention to where it goes.

832
00:45:04,116 --> 00:45:05,266
Well we've seen this.

833
00:45:05,946 --> 00:45:07,986
We get it in, we throw it out.

834
00:45:08,456 --> 00:45:11,806
We have teachers that will say
all they do is just take things

835
00:45:11,806 --> 00:45:12,486
out and throw them.

836
00:45:12,486 --> 00:45:15,266
They never hang on to
anything, they never explore it.

837
00:45:15,266 --> 00:45:17,716
That's in and of
itself is a skill.

838
00:45:18,216 --> 00:45:21,076
Is getting something out
and just letting it go.

839
00:45:22,246 --> 00:45:24,226
Grasp an object from the box,

840
00:45:24,226 --> 00:45:27,066
examines it by mouthing
it before letting it go.

841
00:45:27,486 --> 00:45:29,506
Still without paying any
attention to where it goes.

842
00:45:29,576 --> 00:45:32,276
The object is not where it goes.

843
00:45:32,346 --> 00:45:36,396
The object is just grasping
it and releasing it.

844
00:45:36,396 --> 00:45:38,776
Both blind and sighted
children do this.

845
00:45:38,776 --> 00:45:42,296
Now, becomes aware of
sounds emerging just

846
00:45:42,296 --> 00:45:44,706
after having let an object go.

847
00:45:44,706 --> 00:45:48,486
A blind kid will
tune into the sound.

848
00:45:49,976 --> 00:45:53,566
But a sighted kid is going
to be paying more attention

849
00:45:54,116 --> 00:45:59,526
to looking -- they
look at the direction.

850
00:45:59,526 --> 00:46:01,116
They use that sound to look.

851
00:46:01,796 --> 00:46:02,796
>> Matt: And locate.

852
00:46:02,796 --> 00:46:03,976
>> Kate: Look and locate.

853
00:46:04,136 --> 00:46:07,566
Where our kids are just
oh, I heard something.

854
00:46:07,626 --> 00:46:12,926
But it's not about
localizing or locating.

855
00:46:14,146 --> 00:46:18,596
Then the blind child will throw
objects and listen intensely

856
00:46:18,596 --> 00:46:20,876
to sounds emerging
from this activity.

857
00:46:21,396 --> 00:46:24,726
They can consciously throw
objects in different directions

858
00:46:24,816 --> 00:46:26,866
and listen to different
auditory results.

859
00:46:26,866 --> 00:46:30,776
So they get to a place of
-- what I took this to mean

860
00:46:31,036 --> 00:46:33,176
and you guys all chime in if
you think it's different --

861
00:46:33,176 --> 00:46:38,196
I took it to me that they do
get to having the location

862
00:46:38,196 --> 00:46:39,876
of where it is become important,

863
00:46:40,366 --> 00:46:44,056
but because they are using
auditory to do it with,

864
00:46:44,346 --> 00:46:46,436
there's a few more steps

865
00:46:46,436 --> 00:46:50,266
of practice before you
can get to that place.

866
00:46:50,636 --> 00:46:56,496
And I would bet if you and I
were suddenly without our sight,

867
00:46:56,496 --> 00:47:00,516
that we would have to practice
to be able to learn how

868
00:47:00,596 --> 00:47:05,516
to locate something in
space by the sound alone.

869
00:47:05,696 --> 00:47:06,046
>> Matt: Totally.

870
00:47:06,136 --> 00:47:08,266
So yeah, some of
that again here --

871
00:47:08,466 --> 00:47:12,626
behavior of throwing
objects is really them moving

872
00:47:12,626 --> 00:47:15,756
through this developmental
stage; needing and demanding

873
00:47:15,756 --> 00:47:18,326
and taking more repetition
to get there.

874
00:47:18,326 --> 00:47:19,886
>> Kate: They're
programming that brain.

875
00:47:20,136 --> 00:47:23,596
They literally are programming
their brain and they have

876
00:47:23,596 --> 00:47:25,366
to have the repetition.

877
00:47:26,296 --> 00:47:29,346
Okay. Consciously throws
objects in different directions

878
00:47:29,346 --> 00:47:32,406
and is interested in the
new position of the object.

879
00:47:32,406 --> 00:47:35,736
So now it's quit being about
the throwing the objects,

880
00:47:35,736 --> 00:47:38,056
as much as it is
where can I throw it?

881
00:47:38,526 --> 00:47:41,346
Where is it going to go?

882
00:47:41,346 --> 00:47:45,186
Again they are doing
this by sight.

883
00:47:46,086 --> 00:47:50,976
Then grasps one object, examines
using both hands before throwing

884
00:47:50,976 --> 00:47:51,806
and letting go.

885
00:47:51,926 --> 00:47:55,006
Both a blind and
sighted kid will do this.

886
00:47:56,296 --> 00:47:58,116
Places certain objects close

887
00:47:58,116 --> 00:48:01,396
to his thigh while other
objects are thrown.

888
00:48:02,046 --> 00:48:03,686
This is what a blind child does.

889
00:48:04,616 --> 00:48:06,416
A sighted child places objects

890
00:48:06,416 --> 00:48:09,346
in a certain spot
within easy reach.

891
00:48:09,936 --> 00:48:13,796
Okay. We can already see
that the blind child is --

892
00:48:14,166 --> 00:48:18,976
is using his tactile sense, it's
got to be up by the body, so --

893
00:48:18,976 --> 00:48:19,996
>> Matt: For him to
know that it's there!

894
00:48:19,996 --> 00:48:21,186
>> Kate: To know
that it's there.

895
00:48:21,426 --> 00:48:25,846
A sighted kid, it's where in
the general neighborhood to look

896
00:48:25,846 --> 00:48:28,926
and find it again, you know.

897
00:48:29,406 --> 00:48:34,436
Repeatedly touches objects he
has placed next to him as if

898
00:48:34,716 --> 00:48:36,396
to confirm it was still present.

899
00:48:36,396 --> 00:48:39,526
Does not protest
if they are gone.

900
00:48:39,736 --> 00:48:42,736
And a sighted child
confirms presence

901
00:48:42,736 --> 00:48:45,316
of deliberately placed
object by looking at it.

902
00:48:45,516 --> 00:48:47,586
Protests or replaces the object

903
00:48:47,656 --> 00:48:50,796
if someone removes
it, or replaces it.

904
00:48:51,426 --> 00:48:55,876
So, you know, for our
kiddos, they will confirm

905
00:48:55,876 --> 00:48:59,186
that it's there, but
if it disappears --

906
00:48:59,186 --> 00:48:59,286
>> Matt: Poof!

907
00:48:59,826 --> 00:49:00,116
>> Kate: Poof!

908
00:49:00,326 --> 00:49:02,706
Because -- and I
always say this is

909
00:49:02,706 --> 00:49:05,456
because their experience is
things just sort of poof in

910
00:49:05,456 --> 00:49:06,846
and poof out, you know.

911
00:49:06,846 --> 00:49:07,736
>> Matt: So what's to protest?

912
00:49:07,736 --> 00:49:08,746
>> Kate: So what's to protest,

913
00:49:08,746 --> 00:49:10,796
that's just how the
universe works,

914
00:49:10,796 --> 00:49:13,826
things poof in, they poof out.

915
00:49:15,086 --> 00:49:20,196
>> So then the blind
child will reach

916
00:49:20,196 --> 00:49:22,646
out for recently thrown
objects but gives up trying

917
00:49:22,646 --> 00:49:24,336
to find it if it's out of reach.

918
00:49:25,056 --> 00:49:26,946
Again, if I can't...

919
00:49:27,166 --> 00:49:30,096
if I can't touch it,
what's the point?

920
00:49:30,696 --> 00:49:34,126
The sighted child cries or
appeals for help in other ways

921
00:49:34,126 --> 00:49:37,096
if not able to be mobile.

922
00:49:37,096 --> 00:49:41,236
And if they are mobile,
they will move

923
00:49:41,236 --> 00:49:43,926
in the direction of the object.

924
00:49:43,926 --> 00:49:49,196
So this is again, I think, that
difference in I can see it,

925
00:49:49,196 --> 00:49:51,716
I know it's out there, I'm
going to cry for it, you know.

926
00:49:51,716 --> 00:49:54,036
I want help in going to get it.

927
00:49:54,426 --> 00:49:58,076
But a blind child will
do a little looking,

928
00:49:58,126 --> 00:50:01,696
if it's not there, asking for
someone to help them find,

929
00:50:01,696 --> 00:50:03,576
it doesn't come for a long way

930
00:50:03,636 --> 00:50:05,546
down the road a lot
of times, you know.

931
00:50:05,546 --> 00:50:08,326
They just again, if
it's gone, it's gone.

932
00:50:08,626 --> 00:50:11,926
>> Matt: And so we wonder why
they're not good initiators,

933
00:50:11,926 --> 00:50:12,356
right?

934
00:50:12,356 --> 00:50:14,986
>> Kate: Right, right,
right, right, exactly.

935
00:50:15,486 --> 00:50:18,886
And then move deliberately
after they gain mobility

936
00:50:18,886 --> 00:50:22,806
to regain a just thrown object,
if quite sure of new position.

937
00:50:22,926 --> 00:50:26,166
So, for a blind child,
if they are mobile.

938
00:50:26,956 --> 00:50:30,106
And I think this is where
the difference comes in,

939
00:50:30,366 --> 00:50:33,696
when you are mobile and you
throw something, and you sort

940
00:50:33,696 --> 00:50:39,086
of figured out how to locate it
by sound, you will go after it.

941
00:50:39,396 --> 00:50:41,266
You are finally able
to go after it.

942
00:50:41,796 --> 00:50:48,086
But how much more do you have
to learn before you do that?

943
00:50:49,796 --> 00:50:50,396
Yeah.

944
00:50:51,046 --> 00:50:55,116
>> Okay. Both blind and sighted
kiddos pick up thrown objects

945
00:50:55,116 --> 00:50:57,476
with the purpose to
throw the object again.

946
00:50:57,666 --> 00:50:59,266
Which drives us all crazy.

947
00:50:59,266 --> 00:51:00,046
[ Laughter ]

948
00:51:00,046 --> 00:51:02,336
Having done so, picks
up another object,

949
00:51:02,516 --> 00:51:03,866
which is also thrown twice.

950
00:51:03,866 --> 00:51:06,436
She was real big on
throwing objects twice

951
00:51:06,546 --> 00:51:08,086
and kicking things twice.

952
00:51:08,876 --> 00:51:11,216
I'm not sure if I
have observed that.

953
00:51:11,216 --> 00:51:12,206
But anyway.

954
00:51:13,076 --> 00:51:13,846
>> Matt: Me, either.

955
00:51:13,846 --> 00:51:16,076
>> Kate: Empties boxes
by quickly placing object

956
00:51:16,076 --> 00:51:20,226
after object next to the box
until gets ahold of an object

957
00:51:20,226 --> 00:51:21,406
of particular interest.

958
00:51:21,406 --> 00:51:24,246
We have all seen kids going
tearing through the toy box

959
00:51:24,366 --> 00:51:29,066
and pull out something
like whoa, this is it.

960
00:51:29,566 --> 00:51:33,716
Then finally, at this point,
replaces objects in the box.

961
00:51:33,716 --> 00:51:35,666
Both blind and sighted kids do.

962
00:51:36,316 --> 00:51:41,336
Places some objects from the box
on certain places within reach,

963
00:51:41,336 --> 00:51:43,466
not necessarily touching
the body.

964
00:51:43,586 --> 00:51:47,346
So they finally moved to a place
where because of that experience

965
00:51:47,346 --> 00:51:52,866
of throwing and learning how to
listen, and here where it hits,

966
00:51:53,076 --> 00:51:56,836
they're finally able to say
there is something out there,

967
00:51:56,836 --> 00:52:00,356
I can move and I can go get it.

968
00:52:00,356 --> 00:52:05,166
>> Matt: D Tex points out when
filling or reassembling, let,

969
00:52:05,446 --> 00:52:06,876
the child follow your hands,

970
00:52:06,876 --> 00:52:09,916
so the toy doesn't
reassemble by magic.

971
00:52:09,916 --> 00:52:10,626
>> Kate: Exactly.

972
00:52:10,626 --> 00:52:12,316
>> Matt: This person
understands the importance

973
00:52:12,316 --> 00:52:15,606
of that tactual sense, and
teaching through that mode.

974
00:52:15,676 --> 00:52:16,406
>> Kate: Yes.

975
00:52:16,406 --> 00:52:19,726
Yes. Now I thought
this was interesting,

976
00:52:19,726 --> 00:52:23,296
because our kiddos are going to
place things in certain places,

977
00:52:23,296 --> 00:52:25,316
they don't necessarily have
to be touching at this point,

978
00:52:25,936 --> 00:52:28,936
but what a sighted kid is
doing, they are beginning

979
00:52:28,936 --> 00:52:30,466
to put things all
over the room --

980
00:52:30,966 --> 00:52:36,946
so again that whole spatial
thing is so different, you know.

981
00:52:37,106 --> 00:52:40,556
They -- it has to be
within arm's reach.

982
00:52:40,556 --> 00:52:42,436
It doesn't have to
be touching body,

983
00:52:42,736 --> 00:52:45,346
but it has to be
within arm's reach.

984
00:52:45,786 --> 00:52:47,696
They're going to do
the same kind of things

985
00:52:47,696 --> 00:52:49,136
that a sighted kid does.

986
00:52:49,716 --> 00:52:54,836
You know? Developmentally, but
the space has to be smaller

987
00:52:54,836 --> 00:52:58,036
and it has to be more organized
for them to be able to find it.

988
00:52:59,006 --> 00:53:02,186
But talking about working on
Expanding Core Curriculum,

989
00:53:02,256 --> 00:53:03,806
this is Orientation
and Mobility.

990
00:53:04,126 --> 00:53:06,906
It is. It really is.

991
00:53:07,046 --> 00:53:09,776
>> She says knowledge of
quantity makes life meaningful

992
00:53:09,776 --> 00:53:14,436
as it is crucial to learning
to play constructively as well

993
00:53:14,436 --> 00:53:17,966
as performing tasks such as
setting a table, shopping,

994
00:53:17,966 --> 00:53:21,966
cooking, listening to someone
talk about time, etcetera.

995
00:53:22,036 --> 00:53:23,936
So these are all
independent living skills.

996
00:53:24,536 --> 00:53:25,676
Quantity is the big thing.

997
00:53:25,676 --> 00:53:28,236
There's is some neat stuff
that she mentions in this.

998
00:53:28,986 --> 00:53:30,176
>> All right.

999
00:53:30,396 --> 00:53:34,136
An infant without
disabilities --

1000
00:53:34,136 --> 00:53:36,646
they way they get at quantity is

1001
00:53:36,946 --> 00:53:39,076
that they suck and
kick repeatedly.

1002
00:53:39,566 --> 00:53:42,136
Now, I wasn't sure about this,
but I guess it's numbers.

1003
00:53:42,206 --> 00:53:44,406
You know, I guess that...

1004
00:53:44,806 --> 00:53:47,176
that difference of one
and many, you know,

1005
00:53:47,246 --> 00:53:48,946
that is a place to start.

1006
00:53:49,516 --> 00:53:53,216
That they look at hands
and fingers, grasping hands

1007
00:53:53,216 --> 00:53:55,136
and see how two become one.

1008
00:53:55,626 --> 00:53:57,776
That's that separation thing.

1009
00:53:57,776 --> 00:53:58,976
I wouldn't have really...

1010
00:53:59,826 --> 00:54:01,316
>> Matt: Attributed that...

1011
00:54:01,546 --> 00:54:02,066
to that action.

1012
00:54:02,066 --> 00:54:06,086
You know I thing a lot of
these actions fulfill more

1013
00:54:06,086 --> 00:54:10,916
than one need, or...help build
more than one concept at a time.

1014
00:54:11,166 --> 00:54:12,416
>> Kate: Oh, absolutely.

1015
00:54:12,446 --> 00:54:14,726
>> Matt: But it's true --

1016
00:54:14,726 --> 00:54:16,836
I'm thinking about
my three-month old --

1017
00:54:16,836 --> 00:54:19,116
I'm seeing all this
happen, you know,

1018
00:54:19,116 --> 00:54:22,836
at such a high frequency
-- it's amazing.

1019
00:54:22,836 --> 00:54:26,046
>> Kate: Well, and you know,
it just helps me really be

1020
00:54:26,096 --> 00:54:28,626
so clear about, you know --

1021
00:54:29,836 --> 00:54:33,256
there are concepts
being built here.

1022
00:54:33,556 --> 00:54:34,586
>> Matt: Core concepts.

1023
00:54:34,586 --> 00:54:35,696
>> Kate: Core concepts.

1024
00:54:35,696 --> 00:54:40,286
I mean these are so foundational
that you can't teach them.

1025
00:54:40,926 --> 00:54:43,496
They have to just
be self programmed.

1026
00:54:43,836 --> 00:54:45,846
>> Matt: Yeah, the experience!

1027
00:54:45,846 --> 00:54:47,656
>> Kate: They have
to be experienced.

1028
00:54:47,786 --> 00:54:48,636
They can't, you know...

1029
00:54:48,766 --> 00:54:53,246
>> Matt: You don't realize how
much experience the typical kid

1030
00:54:53,246 --> 00:54:56,956
has with this stuff; and then we
get our kids in the classroom,

1031
00:54:57,066 --> 00:54:59,716
and they haven't had these
opportunities for so long,

1032
00:54:59,716 --> 00:55:03,736
and we expect them to do things
at a rate which is just --

1033
00:55:04,556 --> 00:55:05,606
kind of ignorant

1034
00:55:05,976 --> 00:55:09,116
in understanding how this
fits in with development.

1035
00:55:09,116 --> 00:55:09,786
>> Kate: Absolutely.

1036
00:55:10,036 --> 00:55:11,626
Absolutely it is.

1037
00:55:11,626 --> 00:55:13,246
And, you know, when
you think about --

1038
00:55:13,666 --> 00:55:15,676
we're talking about
for a typical child,

1039
00:55:15,676 --> 00:55:17,296
they're starting this
from birth and going --

1040
00:55:17,296 --> 00:55:21,216
a lot of our kids don't even
begin to have an opportunity

1041
00:55:21,216 --> 00:55:24,406
to do this, some of them
until they are like three

1042
00:55:24,406 --> 00:55:26,916
or four years old, you know.

1043
00:55:26,916 --> 00:55:29,186
And, what we know
about the brain is --

1044
00:55:29,646 --> 00:55:33,756
they've lost a certain advantage
in terms of the plasticity

1045
00:55:33,756 --> 00:55:36,106
of the brain -- not
that it's stopped,

1046
00:55:36,226 --> 00:55:40,626
but we know how plastic
it is from birth to three.

1047
00:55:40,936 --> 00:55:44,976
You know, it's just huge!

1048
00:55:45,186 --> 00:55:50,186
>> So what she says is every
time they repeat an activity

1049
00:55:50,186 --> 00:55:52,266
they have a quantitative
experience.

1050
00:55:52,336 --> 00:55:53,246
I love that.

1051
00:55:54,046 --> 00:55:56,186
You know, that repetition
teaches --

1052
00:55:56,186 --> 00:55:58,446
is about teaching quantity.

1053
00:55:59,186 --> 00:56:03,826
When they're able to empty a
box they learn about concepts

1054
00:56:03,826 --> 00:56:07,546
of 'few' and 'many,' as
well as 'full' and 'empty.'

1055
00:56:07,546 --> 00:56:09,366
Again, you want to
tie this to TEKS...

1056
00:56:09,366 --> 00:56:09,436
[ Laughter ]

1057
00:56:09,436 --> 00:56:13,136
>> Matt: And thing how long
they get those experiences,

1058
00:56:13,136 --> 00:56:18,206
so...much before the
language is introduced.

1059
00:56:18,206 --> 00:56:18,966
>> Kate: Absolutely.

1060
00:56:18,966 --> 00:56:21,066
>> Matt: Experience, experience,
experience, experience --

1061
00:56:21,286 --> 00:56:25,226
a thousand, thousand times
before it's formalized

1062
00:56:25,226 --> 00:56:26,346
with a word or a sign.

1063
00:56:26,596 --> 00:56:28,926
>> Kate: For the longest
time I have said and felt

1064
00:56:28,926 --> 00:56:32,486
in my heart that, you know,
if you think of concepts as,

1065
00:56:32,486 --> 00:56:35,376
like a jam that's being
made in the kid's head;

1066
00:56:35,776 --> 00:56:38,996
once the jam gets made,
then you put it in the jar

1067
00:56:38,996 --> 00:56:40,496
and put a label on
it, but you've got

1068
00:56:40,496 --> 00:56:42,356
to have the jam made
first, you know.

1069
00:56:42,446 --> 00:56:45,876
They've got to have that
experiential opportunity

1070
00:56:46,176 --> 00:56:48,416
to do this self-programming.

1071
00:56:48,416 --> 00:56:50,296
They really do.

1072
00:56:50,656 --> 00:56:52,056
>> Matt: Yeah, it's
how we're built.

1073
00:56:52,256 --> 00:56:53,256
>> Kate: It's how we're built.

1074
00:56:54,066 --> 00:56:56,636
>> Okay. One to two years
they start experimenting

1075
00:56:56,636 --> 00:57:00,246
with putting two objects
in one hand and walking

1076
00:57:00,246 --> 00:57:01,896
up two steps at one time.

1077
00:57:02,516 --> 00:57:04,166
Now, I thought that
was really interesting.

1078
00:57:04,166 --> 00:57:07,266
They'll put one object
in one hand

1079
00:57:07,266 --> 00:57:09,266
and then one in another,
you know.

1080
00:57:09,266 --> 00:57:13,286
Then they'll do two in one hand
and one in another, you know.

1081
00:57:13,366 --> 00:57:14,246
That's math.

1082
00:57:14,246 --> 00:57:16,996
They are figuring out
different combinations.

1083
00:57:17,756 --> 00:57:22,336
I mean, they are doing
manipulative math.

1084
00:57:22,336 --> 00:57:25,736
Experiments with how many
objects can be in one hand.

1085
00:57:25,736 --> 00:57:30,306
So again, this is
about quantity;

1086
00:57:30,716 --> 00:57:35,426
how many of these will
fit in a container.

1087
00:57:35,426 --> 00:57:37,406
This is about size,
this is about --

1088
00:57:37,846 --> 00:57:39,676
you know this is
Montessori stuff.

1089
00:57:40,006 --> 00:57:41,016
It really is.

1090
00:57:41,566 --> 00:57:45,596
Begins to count out loud,
incorrectly for some time.

1091
00:57:45,596 --> 00:57:49,856
I mean, how many kiddos,
'One, two, nine, two,

1092
00:57:49,856 --> 00:57:51,986
three,' I mean, that's it.

1093
00:57:51,986 --> 00:57:58,406
Then collect groups of toys
or cut paper into many pieces.

1094
00:57:58,816 --> 00:58:03,986
I've seen kiddos doing this;
or tearing pieces into paper.

1095
00:58:03,986 --> 00:58:06,726
And I think our kids,
that a lot of them,

1096
00:58:06,726 --> 00:58:08,856
how much they enjoy
tearing paper

1097
00:58:09,116 --> 00:58:11,636
and I've never thought
about that.

1098
00:58:11,636 --> 00:58:13,826
>> Matt: You've never
said, 'Oh, there they are,

1099
00:58:13,826 --> 00:58:18,266
working on quantity, one
of the core concepts.'

1100
00:58:18,266 --> 00:58:18,333
[ Laughter ]

1101
00:58:18,333 --> 00:58:19,106
>> Kate: But it is.

1102
00:58:19,106 --> 00:58:19,986
But it is.

1103
00:58:20,496 --> 00:58:23,316
Okay, then handles and
counts coins, distinguishing

1104
00:58:23,316 --> 00:58:26,196
between different
types and values.

1105
00:58:26,466 --> 00:58:31,976
This just leads right
in to the core things.

1106
00:58:32,156 --> 00:58:33,496
>> All right.

1107
00:58:33,496 --> 00:58:37,006
Our kids. They also do the
sucking and the kicking,

1108
00:58:37,006 --> 00:58:39,676
but because they are unable
to see hands and fingers,

1109
00:58:40,476 --> 00:58:42,616
they don't naturally play
those kinds of games.

1110
00:58:42,736 --> 00:58:45,176
But, they will play
the quantitative games

1111
00:58:45,176 --> 00:58:46,566
if given an opportunity.

1112
00:58:48,136 --> 00:58:54,086
So, that example of blinds --
where they did that experiment,

1113
00:58:54,126 --> 00:58:58,826
where the blind babies were
playing with the key rings

1114
00:58:59,756 --> 00:59:01,826
and tea spoons that
were hanging down;

1115
00:59:01,826 --> 00:59:03,856
that they would do
the taking them apart

1116
00:59:03,856 --> 00:59:07,046
and putting them together and
holding one and holding more -

1117
00:59:07,046 --> 00:59:08,856
the remainder in another hand.

1118
00:59:09,426 --> 00:59:11,596
You know, so they
will do those things

1119
00:59:11,706 --> 00:59:15,876
if we give them the
materials to do that.

1120
00:59:16,246 --> 00:59:18,126
And she emphasis
providing our students

1121
00:59:18,126 --> 00:59:20,246
with multiples of
similar objects.

1122
00:59:20,856 --> 00:59:23,626
And objects that can
be separated is crucial

1123
00:59:23,626 --> 00:59:26,576
for understanding of quantity;
and again, she's got lots

1124
00:59:26,576 --> 00:59:28,876
and lots of ideas in the
Active Learning thing --

1125
00:59:29,276 --> 00:59:36,976
materials, how you make
this, how you do those.

1126
00:59:37,046 --> 00:59:37,886
Banging games.

1127
00:59:37,886 --> 00:59:38,606
This was great.

1128
00:59:38,606 --> 00:59:40,576
Eight to two -- eight
months to two years,

1129
00:59:40,576 --> 00:59:43,016
all babies are playing
banging games.

1130
00:59:43,926 --> 00:59:48,636
And the banging games facilitate
the child's leaning to --

1131
00:59:48,896 --> 00:59:51,636
I thought this was wild --
compare auditory quality,

1132
00:59:52,756 --> 00:59:55,346
enhance babbling
and vocalization,

1133
00:59:55,946 --> 00:59:58,696
enhance development of
strength in arms and hands,

1134
00:59:59,166 --> 01:00:01,456
enhance qualitative knowledge,

1135
01:00:01,846 --> 01:00:04,546
and facilitates learning
to use a tool.

1136
01:00:05,236 --> 01:00:06,426
All by banging.

1137
01:00:06,596 --> 01:00:07,476
>> Matt: They know
what they're doing.

1138
01:00:07,886 --> 01:00:11,346
>> Kate: And, you know,
I have thought it.

1139
01:00:11,346 --> 01:00:16,256
I have heard other people say
it, 'All that kid does is bang.'

1140
01:00:16,726 --> 01:00:17,486
>> Matt: 'Stop that banging!'

1141
01:00:17,526 --> 01:00:18,106
>> Kate: 'Stop that banging!'

1142
01:00:18,106 --> 01:00:20,236
'Can't you learn to do
something besides bang?'

1143
01:00:20,236 --> 01:00:25,196
It's a real important thing.

1144
01:00:26,046 --> 01:00:27,416
>> Matt: In fact, so
important that kids

1145
01:00:27,716 --> 01:00:29,836
who aren't doing it
need to be taught.

1146
01:00:29,946 --> 01:00:32,136
>> Kate: They need to be taught.

1147
01:00:32,606 --> 01:00:33,276
Exactly it!

1148
01:00:33,316 --> 01:00:33,976
They need to be taught.

1149
01:00:34,046 --> 01:00:37,786
>> So she says it's really
important we observe what kind

1150
01:00:37,946 --> 01:00:41,806
of banging the child is doing,
so we can kind of get ideas

1151
01:00:41,806 --> 01:00:46,306
of the banging games that
would benefit them the most.

1152
01:00:46,306 --> 01:00:51,366
If banging games are
all the child will do...

1153
01:00:51,366 --> 01:00:53,516
she says we start
out banging with them

1154
01:00:53,516 --> 01:00:55,566
and then introduce other actions

1155
01:00:55,566 --> 01:00:58,106
like separating things
or pouring things.

1156
01:00:58,606 --> 01:01:01,756
So again, we have to think
about the materials we're using,

1157
01:01:02,176 --> 01:01:05,866
but we're modeling another
option, and when they're ready

1158
01:01:05,866 --> 01:01:09,266
to move to that, they
will, but they're not going

1159
01:01:09,266 --> 01:01:17,566
to stop banging until they're
ready to make that move.

1160
01:01:18,136 --> 01:01:18,286
>> All right.

1161
01:01:18,286 --> 01:01:20,136
I think we're getting
close to the end here.

1162
01:01:21,056 --> 01:01:21,876
>> Stacking objects.

1163
01:01:22,646 --> 01:01:24,876
A twelve to fifteen
month old child

1164
01:01:24,876 --> 01:01:26,816
without disabilities
learns to stack

1165
01:01:26,816 --> 01:01:28,826
by watching an adult
stack and imitating.

1166
01:01:29,336 --> 01:01:33,936
Our kids, of course, can't
do that, but they do love

1167
01:01:33,936 --> 01:01:37,446
to knock things down, and
that's the place to start.

1168
01:01:38,026 --> 01:01:41,656
She suggests using cups and
plates made from heavy plastic.

1169
01:01:41,866 --> 01:01:45,636
And she also emphasis,
again, the importance

1170
01:01:45,636 --> 01:01:49,346
of the adult being the one to
re-stack, so the child can --

1171
01:01:49,686 --> 01:01:52,276
and it's not, 'Watch
me,' or 'Help me stack,

1172
01:01:52,276 --> 01:02:00,976
it's you stack 'em
up, they knock it down!

1173
01:02:01,446 --> 01:02:05,956
>> You want to...

1174
01:02:05,956 --> 01:02:08,246
give the child an opportunity
to initiate it by trying

1175
01:02:08,246 --> 01:02:09,026
to get it close to them,

1176
01:02:09,026 --> 01:02:11,876
so if just do anything
it's going to go.

1177
01:02:11,876 --> 01:02:17,976
You don't want it
to be too heavy.

1178
01:02:18,046 --> 01:02:21,246
>> Because what they typically
do, is they're just gonna,

1179
01:02:21,286 --> 01:02:22,886
kinda backhand it, you know,

1180
01:02:23,036 --> 01:02:31,876
they're not going
to actively push it.

1181
01:02:31,876 --> 01:02:31,943
Yeah.

1182
01:02:32,046 --> 01:02:34,326
>> Oh, she says the
other thing about the --

1183
01:02:34,596 --> 01:02:37,346
when you're doing the stacking,
you let 'em knock it down

1184
01:02:37,346 --> 01:02:40,506
and you start with pieces
that are beside them.

1185
01:02:40,506 --> 01:02:44,716
You know, you don't go get new
objects that they can't feel.

1186
01:02:45,246 --> 01:02:47,886
They have to experience
them coming down

1187
01:02:47,886 --> 01:02:50,966
and being dissembled, and then,

1188
01:02:51,226 --> 01:02:54,156
you reassembling
from what they can...

1189
01:02:54,296 --> 01:02:56,416
>> Matt: Just really
connecting the dots, right,

1190
01:02:56,416 --> 01:02:58,126
between that breakdown
and restructuring.

1191
01:02:58,126 --> 01:03:00,176
>> Kate: Yes, and
again that's 'apart'

1192
01:03:00,176 --> 01:03:02,736
and 'together,' you know.

1193
01:03:03,766 --> 01:03:06,816
She says games should be played
at least one to two times daily

1194
01:03:06,816 --> 01:03:08,646
for as long as the
child is interested.

1195
01:03:09,756 --> 01:03:11,956
And, you know, I don't know.

1196
01:03:11,956 --> 01:03:13,736
That means it should
be going on a lot!

1197
01:03:13,736 --> 01:03:14,136
[ Laughter ]

1198
01:03:14,136 --> 01:03:15,686
A lot during the day.

1199
01:03:16,136 --> 01:03:19,546
And then she says, introduce,
occasionally, new materials

1200
01:03:19,546 --> 01:03:24,976
that produce a different sound
to keep the child's interests.

1201
01:03:25,046 --> 01:03:27,336
>> Okay, this is just
a cute last little bit.

1202
01:03:27,536 --> 01:03:29,786
Let me see if it will play.

1203
01:03:31,176 --> 01:03:34,476
to wrap it up and
to say thank you.

1204
01:03:36,516 --> 01:03:38,866
[ plastic dishes crashing ]

1205
01:03:39,366 --> 01:03:42,956
>> Woo-hoo, yeaaaa!

1206
01:03:44,516 --> 01:03:47,620
[ silence ]