{"id":146,"date":"2017-03-05T20:07:32","date_gmt":"2017-03-05T20:07:32","guid":{"rendered":"http:\/\/www.ecolecognition.com\/?page_id=146"},"modified":"2017-07-24T14:59:45","modified_gmt":"2017-07-24T14:59:45","slug":"programme-superbigou","status":"publish","type":"page","link":"https:\/\/www.ecolecognition.com\/en\/les-classes\/organisation-des-classes\/programme-superbigou\/","title":{"rendered":"Superbigou Programme"},"content":{"rendered":"\"\"<\/p>\n

GOALS AND OBJECTIVES\u00a0<\/strong><\/p>\n

Note<\/u><\/em>:<\/em>\u00a0The proposed activities request a set of cognitive processes (cf. executive\/integrative functions) such as attention, memory, planning\/organisation, flexibility and inhibition, as well as creativity and imagination.<\/em><\/p>\n

The same ability can be developed transversally through different domains. The notion of anchoring behaviour is considered on a personal dimension. School content is defined according to the abilities of the child in the beginning of the year. School content and cognitive processes go hand in hand and develop simultaneously.<\/em><\/p>\n

We start with the children\u2019s actual behaviour (what they do spontaneously) and with the means through which they act (how they do it); their strengths, abilities, resources, emerging acquisitions, possibilities and needs. It is essential to allow the child to make sense of what is learnt and to its content. It is also important to assure generalisation of acquired abilities to different contexts (environments and social encounters) in order to make their expression permanent.<\/em><\/p>\n

We adopt a dynamic and evolving approach and ensure the coherence of the Route Plan in its entirety.<\/em><\/p>\n

[1] When assessing Action-Goals, we will use these symbols to represent an emerging ability (+), an ability in course of acquisition (++) and an acquired ability (+++).<\/em><\/p>\n

C<\/u><\/strong><\/span>ommunication<\/u><\/strong><\/p>\n

Receptive communication<\/u><\/em><\/p>\n\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
To direct gaze towards an object or a location when it is pointed out<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To follow at least 2 or 3 verbal instructions comprising bodily actions and actions in interaction with objects<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To identify several body parts by pointing at them on own or someone else\u2019s body when instructed to do so<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To identify pictures named in a book by pointing and looking at them (at least 3 pictures, e.g. a car, a dog, a baby)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To look at the adult or at his or her partner when called by his or her first name<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Expressive communication<\/u><\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
To \u201cask\u201d for help by handing an object to the adult<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To direct smile and gaze spontaneously when asking for something<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To alternate smile and gaze between his or her partner and the object while involved in an activity<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To point the finger to indicate a choice between two objects<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To repeat simple and familiar words by associating objects or pictures with corresponding words<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To produce words spontaneously with the intention of communicating<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To establish and maintain visual contact with the interlocutor<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

S<\/u><\/strong><\/span>ociales skils<\/u><\/strong><\/span><\/p>\n\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
To improve interaction with others during greetings (e.g. \u201cHello\u201d and \u201cGoodbye\u201d) by looking at and\/or turning towards the person addressing them and using vocalisations or gestures to greet him or her<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To use spontaneous gestures to communicate<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To begin an activity (e.g. a game) on his or her own initiative<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To understand and respect turn taking during activities (e.g. during a board game, to wait for his or her turn during snack time)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To take turns during construction games by coordinating and alternating his or her actions with those of his or her partner<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

I<\/u><\/strong><\/span>mitation<\/u><\/strong><\/p>\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
To imitate familiar actions involving objects spontaneously in the context of a game<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To imitate new actions spontaneously during game routines or songs<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To imitate animals and other sounds<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Playing<\/span><\/u><\/strong><\/span><\/p>\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Playing appropriately with different toys that demand a wide array of actions<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Playing in an autonomous and appropriate manner with toys that are simple to use<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Imitate\/produce, during symbolic games, sound effects while playing (e.g. car sounds, animal sounds, and vocalisations into a telephone)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Finish up and put away toys and games<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

C<\/u><\/strong>ognitive process<\/u><\/strong><\/p>\n

Attention\/ Concentration\/ Inhibition\/ Flexybility<\/u><\/em><\/p>\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
To optimise selective (focalised) attention and to focus on what the adult has said before carrying out an instruction<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To develop the ability to stay focused throughout the activity (sustained attention) during short tasks of approximately 10 minutes<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
To develop inhibition and to contain gestures, allowing for analysis and reflexion before action (e.g. taking the time to look at a piece before building it into a configuration)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Accepting to switch activities<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Working memory<\/u><\/em><\/p>\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Improve processing of:<\/p>\n

visual information (repeat a sequence of 3 gestures)<\/p>\n

auditory information (execution of simple and double instructions)<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

F<\/u><\/strong>ine\u00a0motor skills and drawing<\/u><\/strong><\/p>\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Adapt handhold (holding, pressure) to the writing tool (pencil, felt-tip pen) in order to trace or colour in with a pencil<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Trace on a model in order to produce a drawing<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Colour in without going over the lines<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Acquire writing schemas (horizontal and vertical lines, curves, zigzags, loops and spirals)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

L<\/u><\/strong>ogic and mathematical skills<\/u><\/strong><\/p>\n\n\n\n\n\n\n
Objectifs-Actions<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Being able to count objects (1 to 3)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Gather a given number of objects (from 1 to 3)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Recognise simple geometric shapes (circle, square, triangle and rectangle)<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong>P<\/u><\/strong>re-reading<\/u><\/strong><\/p>\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Aurally identify the letters of the alphabet and write them in capitals<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Find a letter identical to a model in a group of capital letters<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Creative thinking and<\/u><\/strong>\u00a0imagination <\/u><\/strong><\/p>\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Choosing activities autonomously<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Producing simple graphic representations (e.g. drawing a flower, the sun, etc.) with and without a model<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Engaging in symbolic play (make-believe activities)<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

E<\/u><\/strong>motion regulation<\/u><\/strong><\/p>\n\n\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Adapt behaviour to the adult\u2019s requests (listen to and follow instructions)<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Keep calm and seated until the end of a task even if they want to quit<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Agree with switching tasks<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Reduce maladaptive\/parasitic behaviour during activities and free time (e.g. reduce screaming)<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Express desires in an adaptive manner<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Assimilate other people\u2019s feelings (e.g., sadness, joy, anger) by adapting own behaviour<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Functional a<\/u><\/strong>utonomy\u00a0<\/u><\/strong><\/p>\n\n\n\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Eating at the table during meals<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Eating autonomously using cutlery (spoon\/fork)<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Dressing and undressing (clothes\/shoes) with partial assistance from an adult when arriving and when leaving<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Blowing their nose when asked to do so<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Taking part in all the stages of hand washing<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Using the toilet autonomously, whether they are sent or accompanied there<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Working abilities<\/u><\/strong>\u00a0<\/u><\/strong><\/p>\n\n\n\n\n\n\n
Action-Goals<\/strong><\/td>\n+<\/strong><\/td>\n++<\/strong><\/td>\n+++<\/strong><\/td>\n<\/tr>\n
Adopt an adequate listening posture (directed gaze and attention)<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Keep calm throughout a whole activity<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Observe a demonstration<\/td>\n\u00a0<\/span><\/td>\n<\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 ","protected":false},"excerpt":{"rendered":"

GOALS AND OBJECTIVES\u00a0 Note:\u00a0The proposed activities request a set of cognitive processes (cf. executive\/integrative functions) such as attention, memory, planning\/organisation, flexibility and inhibition, as well as creativity and imagination. The same ability can be developed transversally through different domains. The notion of anchoring behaviour is considered on a personal dimension.\u2026<\/p>\n

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