Towards an inversion of the deficit model of intervention in children's play

Wragg, Mike

doi:10.1080/1350293x.2013.789197

Cited by 6 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They demonstrated disinterest in environmental exploration and limited interaction with resources. Contrary to observations by Wragg (2013), children with NDD needed and sought additional reassurance through staff guidance and direction. The lack of structure for play sessions also impacted upon staff confidence and required the staff to adopt different communication partner skills to develop and support a child-led learning approach.…”

Section: Planned Interventions: Cyclementioning

confidence: 95%

Playing to learn: Learning to TALK

Lindley‐Baker¹,

Mills²

2022

British J Special Edu

View full text Add to dashboard Cite

‘We love the fact she can learn through play, because she is learning but not realizing, and she does not feel pressurized to learn’ (parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging, and that challenge is exacerbated when children are neither motivated nor equipped with the skills to facilitate engagement. Communication barriers hinder learning, and children with NDD need extra support to develop language skills. This action research promoted communication competence through structured interventions, consolidated via play. The findings confirmed that progression in spontaneous communication and interaction interrelates with creative play. An innovative structured teaching approach, including video‐modeling, was devised and named total augmented language and key skills (TALKS). This research affirms that changing the learning environment by employing an integrated teaching model involving connectivity and adopting TALKS. enhances a whole‐school approach to communication competence for children with NDD.

show abstract

Section: Planned Interventions: Cyclementioning

confidence: 95%

Playing to learn: Learning to TALK

Lindley‐Baker¹,

Mills²

2022

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Rethinking assessment so that it is based on what the child is rather than what he or she is not would be an innovative way of approaching assessment that moves away from deficit models. This links to the wider debate in the field of early education and care about the deficit versus the capable and competent view of the child and the extent to which the pedagogies and associated assessments used in settings value the child's contribution in the present or focus on what needs to be added or developed to fulfil their future potential (Wragg, 2013). Children who receive low scores in their school readiness assessments could be seen as needing to "catch up," because the score suggests that they are starting from further back on their assessment profile, and this has implications for the subsequent pedagogy and practice used in early years settings.…”

Section: School Readiness and Child Development Theoriesmentioning

confidence: 97%

Rethinking the Design of School Readiness Assessments

Dorrian

2022

Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness

View full text Add to dashboard Cite

This chapter looks at the current purposes and design of school readiness assessments and examines factors that affect their effectiveness, including the content and administration of the tests, how they relate to wider assessment practices, and the impact the practitioner can have on the process and outcomes. The chapter draws on a range of international approaches and practices to discuss the limitations of current processes and suggests that these need to be reconsidered, with school readiness being recognized as a process not a one-off event.

show abstract

“…Children with lower baseline scores could be seen as needing to 'catch up' as they are starting from further back on the assessment profile and this could have implications for pedagogy and practice in early years settings with pressure on practitioners to focus on skill-specific activities that will improve assessment scores for children with lower baselines rather than promoting more child-led experiential learning approaches. This links to the wider debate in the field of early education and care about the deficit versus the capable and competent view of the child and the extent to which the pedagogies used in settings value the child's contribution in the present or focus on what needs to be added or developed to fulfil their future potential (Wragg 2013). The allocation of a 'starting point' score to a child which allows them to be ranked on a scale leans towards the deficit model, suggesting that those with lower scores need additional and specific learning experiences to get them to the 'norm'.…”

Section: Introductionmentioning

confidence: 97%