Cognitive strategies utilised by early learners when writing alphabet-letters from memory.

Introduction: Occupational therapy handwriting studies have shown cognitive instructional techniques are effective methods to assist beginning or challenged handwriters. However, information about how children's cognitive (thinking) skills impact their handwriting development is scarce. This study examined the cognitive strategy efficiency of early learners while writing the alphabet-letters from memory.

Patterns of cognitive strategy use common in children with reduced social competence derived from parent perceptions.

Introduction: Occupational therapists are increasingly being referred children who experience reduced social competence. Ineffective use of cognitive strategies during social interactions is known to contribute to reduced social competence in children who have difficulty learning. Little is known about the nature of social cognitive strategy use or how it may be observed in children during performance of school occupations.

Cognitive aspects of social competence in the current New South Wales Kindergarten to Grade Six Syllabuses.

Background/aim: Occupational therapists are commonly referred children who find reduced social competence a barrier to participation in school activities. Little is known about the social skills expected of children at school and the thinking strategies children use during social interactions. This study aimed to investigate the social skills expected of children during school-based learning activities in the current NSW K-6 Syllabuses and the types of cognitive strategies expected during social interactions.