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Our Approach

 

Based on our philosophy, vision and mission, Hatching Center has developed our programs and services through an international integration of diverse disciplines of science and art of learning.

 

Integrating A‐B‐C Play‐Based Approach (Eric Lim, PhD) and Transdisciplinary Play‐Based Assessment (Toni Linder, Ed.D), Hatching Center provides a contemporary perspective rooted in classical literacy, enabling young children towards maximized Quality of Life.

 

A‐B‐C model developed by Prof Dr Eric Lim

(Affective, Behavioural and Cognitive improvements

Early Intervention Program, Homeschooling, Speech Therapy, Occupational Therapy, Child Psychology, Physiotherapy, Enrichment Program, Play group

Play‐Based A‐B‐C model adopts the following phases of learning similar to TPBA (1993). 

 

Phase 1: Unstructured facilitation – child takes the lead, and the play facilitator follows that lead

Phase 2: Structured facilitation – facilitator is more directive, asking the child to perform or engage in particular play activities

Phase 3: Child‐child interaction – once again unstructured play, but with another child in the play environment

Phase 4: Parent‐child interaction – parents are asked to engage in play with their child in a manner that is typical or usual for them (i.e., how they play at home)

Phase 5: Motor play – begins unstructured, with a variety of equipment/activities n the room, then moves to more structured to encourage child to do the activities they have not yet done

Phase 6: Snack

 

Transdisciplinary Play Based Assessment (Toni Linder, EdD)

 

The Transdisciplinary Play‐Based Assessment, by Toni Linder, Ed.D., is one of those tools created to allow a team “to create an accurate, intricate, dynamic portrait of a child, “ using play as a medium for the observation and assessment of cognitive, socio‐emotional, communication, language, and sensorimotor skills and performance. It was originally published in 1990, with a revised edition and a companion work (Transdisciplinary Play‐ Based Intervention: Guidelines for Developing a Meaningful Curriculum for Young Children) published in 1993. Cognitive

Early Intervention Program, Homeschooling, Speech Therapy, Occupational Therapy, Child Psychology, Physiotherapy, Enrichment Program, Play group

Cognitive

  • Categories of Play

  • Attention Span

  • Early Object Use

  • Symbolic and Representational Play

  • Imitation

  • Problem‐Solving Approaches

  • Discrimination/Classification

  • One‐to‐One Correspondence

  • Sequencing Ability

  • Drawing Ability

 

Social‐Emotional

  • Temperament

  • Mastery Motivation

  • Social Interactions with Parent

  • Social Interactions with Facilitator

  • Characteristics of Dramatic Play

  • Humor and Social Conventions

  • Social Interactions with Peers

 

Communication and Language

  • Communication Modalities

  • Pragmatics

    • Stages

    • Range of Meaning

    • Functions

    • Discourse Skills

    • Imitation/Echolalia 

  • Phonology: Sound Production System

  • Semantic and Syntactic Understanding in Verbal Expression

  • Comprehension of Language

  • Oral Motor

  • Other Concerns

 

Sensorimotor

  • General Appearance of Movement 

  • Muscle Tone/Strength/Endurance

  • Reactivity to Sensory Input

  • Stationary Play Positions

  • Mobility in Play

  • Other Developmental Achievements

  • Prehension and Manipulation

  • Motor Planning

 

Other key features of the TPBA are:

  • the TPBA is designed for children developmentally between infancy and 6 years of age

  • results of the TPbA can be used for identifying service needs, developing intervention plans, and evaluating progress

  • the TPBA is designed to be implemented by a team, including the parent, insuring a holistic and thorough look at the child’s strengths and needs

  • the TPBA can be conducted in any play environment (careful planning prior to the assessment assures that appropriate toys and materials are present or available)

  • content and concurrent validity of the TPBA have been supported in research and by professional judgment of experts in child development

  • test‐retest and inter‐rater reliability have also been well‐supported in research

 

The TPBA provides a flexible, dynamic and holistic perspective on a child’s individual development, including strengths and needs. It recognizes the importance of play as a natural context for development, and acknowledges the expertise and contributions of parents as well as of a variety of pediatric professionals.

 

Hatching Center continues to improve its programs and services through training and developing competencies relevant for our children.

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