In the view of a constructivist, learning is an active process wherein the individual gains knowledge based on various experiences. According to Vygotsky’s constructivist theory, also known as social constructivism, the culture provides the individual with the cognitive tools needed for development. The pattern of growth and rate of development are then influenced by the type and quality of the tools.
A strategy which is implemented to improve the social and symbolic play skills of children with autism (ages 3-11), the Integrated Play Group Model, is based on Vygotsky’s social constructivist theory. The IPG model also aims to improve a child’s desire to interact and play. The IPG model includes a support system of guides, expert players and novice players which provide opportunities for a child’s’ initiations to play. By implementing the practices of guided participation, individuals direct the child’s play group sessions according to the needs of the child.
References:
Lantz, J., Loftin, R., & Nelson, J. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Council for Exceptional Children, 37, 8-14.
Autism Institute on Peer Relations and Play
Center for Integrated Play Groups
http://www.wolfberg.com/IPGModel.htm
Please note: the Burkhart Center for Autism Education and Research does not endorse any philosophy over any other. It has been the experience of the Burkhart Center's directors and staff that, at times, a combination of philosophies is more effective than staying with only one philosophy. Please use caution when choosing a personal philosophy that the individual(s) being served, is/are served well by the philosophy.
