Cognitive science according to Céline Alvarez
The four levers of learning and child development (including the child with “AS”)
1. Attention
Above all, it is the desire to focus attention on a task that starts the learning process.
2. Active engagement
The desire to become practically involved allows the child to engage directly with the challenge presented.
3. Immediate feedback
With every action, the brain makes a prediction; if this differs from the observed reality, an error signal is triggered and corrected immediately. This sequence of hypotheses, detected errors and corrections constitutes the very mechanics of learning.
4. Consolidation
Once attentive and engaged, and after receiving feedback, the child needs to repeat the exercise to embed what has been learned and make movements automatic. Automatic processes reduce cognitive load and conscious effort.
JP’s note: in autistic children, automatic processes are underdeveloped, and the constant demand on their mental resources can be very tiring.
Activities that are not imposed
Allowing children to choose their activity freely naturally encourages repetition, consolidation and progress.
The independence of the “gifted” child
Gifted children, often encouraged in their freedom of action, benefit from even faster development.
Main objective
To develop children’s executive skills and independence.
Understanding bodily and neural cycles, metabolism and the consequences of an imbalance in an autistic child is like observing the movements of the sun, stars, planets, Moon and tides: it takes time and a long period of observation.
An autistic child first seeks inner balance before responding socially. They process each piece of information separately, without automatic processes: every event, sensation and piece of data requires new neural connections to place it in context. First managing the information, then responding appropriately.
Their way of functioning is different: rather visual, they speak a language of their own. There is no point trying to “normalise” them: every gesture has meaning. Allistic (neurotypical) people see their brain as the norm and any deviation as a problem, whereas an autistic person sees their atypical functioning as their way of being.
In terms of managing environmental information, we often observe:
● Strong punctuality in autistic people, whereas allistic people tend to “go with the flow”.
● A visual preference: what is invisible often escapes them.
● Difficulties processing information in real time, as well as managing emotions.
● Difficulties with neural, cognitive and psychological synchronisation, which may manifest as overconnection or underconnection in the brain.
While the allistic brain manages these processes automatically, the autistic child must almost manually “pilot” the reception and processing of every piece of information. Neurodevelopment is precisely this learning and organisation of information that gradually reduces processing time.
Emotional triggers often differ from those of neurotypical people, and an autistic person may quickly find themselves in “survival” mode, risking exhaustion. Their “autistic bubble” is not a form of emotional withdrawal or social isolation, but the time needed to manage incoming information: when it becomes too abundant or complex, it is like a power cut.
Neurodevelopmental support aims to teach them to anticipate and manage future situations and information. Even a simple label can disturb their concentration and assimilation.
For sensory processing:
● Every stimulus must be visible to make information easier to manage. The brain first connects visually with the event before experiencing the feeling associated with it.
● An autistic child often holds an object to orient themselves better in space: this object becomes indispensable to the balance of their brain. “Please leave it with them!”
Finally, so-called “autistic” movements are a way of correcting an inner imbalance using external stimulation. By understanding and modulating these stimuli, we can limit excessive movement and bring the child greater well-being.