Parallel Assessment, Growing Together
Parallel Assessment, Growing Together Post #4 in category. We recommend reading posts in numerical order. As the adult mediator learns more about the child, the child is learning more about the mediator. As Parallel Assessment becomes part of everyday interaction, adult mediators gradually learn to see the child and themselves differently. And the child learns […]
Questions Beneath the Behaviors
Post #4 in category. We recommend reading posts in numerical order. “Questions unite people, answers [may] divide them.” – Elie Wiesel A child’s questions begin long before they can speak. Adults use their informed intuition to identify what the child is interested in, what they like and dislike, and what the child wants […]
Interpersonal Relationships, Feelings, Play and the Foundations of Parallel Development
Post #2 in category. We recommend reading posts in numerical order. When parenting, teaching, or treating a child with developmental delays, interpersonal relationships and feelings come first. Before child rearing, teaching, and therapy can be meaningful and lasting, the child must experience a sense of safety, trust, interest, and emotional connection. These are not optional […]
The Present Heart
Post #2 in category. We recommend reading posts in numerical order. The Present Heart The goals and strategies of Parallel Assessment and Parallel Development reflect the state of our heart, our dreams, our beliefs. This paper is inspired by Reuven Feuerstein’s Theory of Mediated Learning Experience, emphasizing Belief, Intentionality and Reciprocity. The […]
Parallel Assessment: sensation, movement and the beginning of intention
Post #4 in category. We recommend reading posts in numerical order. Early sensorimotor responses in infancy are largely automatic, reflexive, immediate and constrained to the present moment. They are narrow in range, rigid, and often disconnected from planning and intention. Only when these early sensations and movements are stored, associated, and integrated with experience across […]
Parallel Assessment: an overview
Post #3 in category. We recommend reading posts in numerical order. To truly understand a child, we need to attend to the child as a whole human being living in the real world, not as a collection of isolated skills, deficits, or test scores. Both Parallel Assessment and Parallel Development involve ongoing, individualized processes of […]
Neuroplasticity and Learning: shaping the mind and the brain
Post #2 in category. We recommend reading posts in numerical order. “Relationships between neuronal structure and function underpin the complexity of human organization: the individual’s thinking, feeling and doing.” – Gerald Edelman Neuroplasticity (the brain’s capacity to alter its structure and function in response to experience) has transformed how we understand learning and human development. […]
Integrated Developmental Domain Systems
Post #3 in category. We recommend reading posts in numerical order. Introduction Some of the prevailing assumptions guiding the parenting, assessment, teaching and treatment of children with significant developmental delays may need to change if we want to improve the child’s interpersonal connections, learning and development. We may be diligent, compassionate and technically skilled but […]
Maturation, Mediated Learning and GPPSP Parallel Assessment
Post #3 in category. We recommend reading posts in numerical order. Note: Ideas expressed here are not meant to be given in report form, but rather to describe mindsets and methods in Organizing Minds blog posts. Ideas and procedures in the post below can be tried and discussed with the child’s parents and each of […]
Brain and Mind, Continually Changing Connections
Post #1 in category. We recommend reading posts in numerical order. Download a PDF of Brain and Mind, Continually Changing Connections