Cognitive skills development for children

Develop cognitive resources and capacities.

Capabilities and objectives with meaning.

Cognitive skills development starts from each child or teenager's profile and goals. Activities may focus on attention, memory, organisation or reasoning, depending on their needs and interests.

To guide the work, it matters what you want to develop and what activities you would like to use it in. Your interests and experience help you realize goals that make sense to him or her.

Capabilities and interests

Adapted activities

Follow-up to the process

Distinguish the practice of its usefulness.

Practicing a task and using a capacity in another situation are not the same. Therefore, it is important to specify what one wants to work and what it has to do with learning activities or everyday life.

The objectives fit the profile and interests of the child. The difficulty, motivation and effort of the activity are issues that you can comment on when reviewing the work.

We hear you.

Place the skills that you want to work and the interests of the child.

Concrete activities

Agree clear goals for the activities.

Review its utility

Distinguish what changes in exercise and what is observed in other activities.

Support that takes your wider needs into account

Areas explain what you may worry about; services specify how we can work with you. Initial guidance helps connect both.

Neuropsychology for children

Learn how to learn and develop. Design the supports you need.

Learning

Understand how each child or adolescent learns to guide help.

Before you take the first step

Does getting better at an exercise mean getting better at everything?

Not necessarily. The result in an activity and its use in other situations are assessed separately. The objective should serve as a reference to review what the work is providing.

Is the same for all children?

Activities depend on each child or teenager's profile, needs and interests. Sharing an age or a type of difficulty does not mean that the same goals suit everyone.

What if the activity frustrates you or is too easy for you?

Mention it when reviewing the plan. How the child experiences the activity and how much effort it takes matter alongside the goal you are working towards.

We can start with what you're worried about.

You don't need to know which service to choose. Tell us your situation and we will guide you on how to start.

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