Children may have difficulty adapting to the process and complying with a certain system when they start school. In addition, each individual's learning processes may differ; it should not be forgotten that children are also individuals. However, if you miss letters while reading, if you add or remove letters, if you have difficulty learning the days and hours of the week, if you have difficulty understanding or explaining what you are reading, if you confuse left and right and have difficulty giving directions, you should have question marks in your mind and make small observations. Behaviors such as difficulty sitting at the beginning of the lesson, difficulty doing homework alone, inability to manage time, inability to finish the work started, not wanting to make new friends, and avoiding group work may be added to such situations in the future. There are classic sentences that we usually hear from families; “He can do it if he wants, he doesn't want to!”, “He is smart but he doesn't work, he can do it if he works!”, “He is very successful in the things that interest him, but when it comes to reading books and studying, we fight with each other.”, “He doesn't give himself, he would be very successful if he worked hard. Well…”, “Oh, there is something about this kid, but I can't figure it out”. Looking at such situations from different perspectives can help both the family understand the situation and the child feel understood. Let's take a moment, there is an event on the weekend and this event is about playing volleyball, why don't you think you are good at playing volleyball, would you like to go? You have a group of friends who constantly encourage you by saying "you can do it, you're smart, you can't do it, what are you doing?", but you can't get started on that task; What is your attitude towards those around you, and your feelings and thoughts within yourself?
When we encounter such situations, the first question that comes to our mind as experts is: Does he have difficulty in showing his performance due to inconsistency or loss of performance in his cognitive areas? If you are experiencing these problems we mentioned, no matter how many hours you study or who you work with, you may not be able to progress by studying academic skills. First of all, cognitive areas that directly affect academic skills must exhibit the expected performance. In order for learning to take place fully, cognitive areas (planning, attention, light, simultaneity) must show age performance and consistent performance with each other. It is important for children who need support in their cognitive areas not to study more in school lessons, but to also work on interventions for the areas in which they need support, in addition to studying for school lessons. In such situations we encounter - not every difficulty we mentioned needs to be experienced - when the screening of the cognitive system is interpreted by taking stories from the families; It provides strong data to us, experts and families, in making educational, neurological and psychological diagnoses and revealing why children do or cannot do these behaviors. The purpose of this evaluation is to find the underlying causes of the problem and intervene and enable the child to demonstrate his own performance. It is also an important evaluation tool in determining the areas where children need to improve their strengths and weaknesses while revealing their cognitive skills regarding learning. Let's not forget that a child may not want to do something because he or she has difficulty in that area, and unless the parent or educator can understand why he or she cannot do something about it, the pressure applied to the child may cause anxiety or trauma. In such cases, evaluating the cognitive system of the child so that he can demonstrate his full performance in academic and social life, and applying cognitive intervention to the area in which he is experiencing problems as a result will increase the quality of life for both you and the child.
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