If a child cannot learn in the way we teach, we must teach in a way the child can learn.
—Maria Montessori
In the same way that an 8-year-old has not yet fully developed its height, its thought cannot comprehend the existence of the universe. In the same way that a 5-year-old has not yet grown all its teeth, it cannot comprehend the concept of time the way an adult can.
The human body develops following a biologically programmed sequence. The same thing happens with our mind and thoughts. Our perceptive ability is, in turn, programmed to develop in the same way in every child, as long as external (accidents, family environment, survival conditions, etc) and internal (syndrome, neurological diseases, etc) factors do not affect or obstruct this development.
The definition and study of such factors help us determine the cognitive development of a child, and in turn choose any psychotherapeutic or cognitive support necessary.
The first questions regarding a child’s perceptive ability, and in turn any potential learning difficulties, arise at about the time they enter school.
If we set aside for a moment the knowledge (and performance anxiety) that has come to light thanks to research surrounding intelligence and the IQ scale, we can study the specific process of learning. In other words, the exchange of information between a human and their environment. The psychologist and researcher Piaget dedicated his life studying exactly that, and provided us with great tools for the diagnosis and treatment of learning difficulties.
Every piece of information that travels from our environment into our thoughts, ensures it adjusts and fits in with our other preexisting thoughts. This is how we learn to comprehend the world. The quality of this “adjustment” and the “embodiment” of this new information, however, depends largely on the degree to which our mental structures have developed. The result of any delayed cognitive process is reflected in a series of learning difficulties. Either because we are able to comprehend things faster or slower than our age typically allows.
Denial, inability to concentrate, attention deficits, inability to organize one’s thoughts, hyperactivity, phobias or failure are just some of the symptoms. Gradually, the effectiveness of our analytical and combinative thinking is affected. School failure or academic struggles extend themselves over time and a child is driven to isolation at home and in school, both of which often tend to associate the role of a child to the role of a student.
Using the evaluation method based on the Piaget theory, we can accurately “check” if and to what extent a child’s mental structures are “ahead” or “behind” those determined by their biological development. The evaluation of mental structures is a multi-hour, interactive exercise for the child. It is chosen determined on the child’s age and a number of exercises and physical experiments , so as to accurately detect any issues the child has.
Learning difficulties are by no means a condemnation for a child’s school life, as long as they are detected and treated in time.
Evy Syrou specialized in the cognitive diagnosis and treatment of learning difficulties at the Université Lumière Lyon 2, based on the studies of Piaget. She organizes educational seminars for specialists and lectures for parents and educators.
If you think that you or someone you know might benefit from a session concerning learning difficulties or child anxiety, get in touch to book an appointment.
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These articles are meant to be psycho-educational. They are not meant as a diagnosis or therapy tool. Their aim is to inform and educate. Article source & copyright: Evy Syrou, Cognitive Psychologist | www.evysyrou.gr
