Thinking about Thinking

Cognitive Development Through

The Curriculum

Theoretical FoundationsJean Piaget: Maturation evolves from a human

organism’s self-motivated efforts to adapt to and make sense of day-to-day experiences. Based on the premise that allows children to build concepts actively rather than providing those concepts through direct teaching. “Development leads to learning”. This theory is also called a “constructivist theory” because it allows for children to “construct” their knowledge from prior experiences.

Theoretical FoundationsPiagetian theory

Sensori-motor period (the first 2 years of life) Everything is dependent on the senses and on

movement.The preoperational period (2-7 years)

Mental ability of Symbolic representation is achievedConcrete Operations Period (7-11)

Children become much more reliant on logic than external appearances

We have discussed these stages in detail in previous classes, but here is a web site for further clarification

Theory of cognitive development

Theoretical FoundationsBehaviorism; Learning is controlled through by

the consequences of behavior. Through careful control of the learning environment through appropriate reinforcement to selected behaviors theorists believe they can affect children’s learning. “Teaching is the art of changing the behavior of students. Thus one focus of …teaching is the systematic management of the consequences of student behaviors” (Bushell, 1982, p. 161)

Behaviorism

Theoretical FoundationsInformation Processing; Information

processing defines itself because it is concerned primarily with how human beings process information (see figure 11-1 on pg. 337)

Some terms associated with information processingSensory registerShort-term memoryLong-term memoryCentral processorInformation processing theory

Theoretical Foundations The Zone of Proximal DevelopmentDevelopment is not a fixed entity, but

rather a dynamic and constantly changing continuum of behavior, degree of maturation.

Two levels that form the parameters of development:Independent performanceMaximally assisted performanceLev Vygotsky

Thinking and Reasoning Skills Cognitive Tasks

Matching: The ability to perceive that two items are identical, it depends on the child’s grasping concept of sameness and differences.

“Show me the one that matches” or “Find me one that looks exactly the same”

Grouping/Classification: Sorting objects or pictures into categories that are meaningful to them. “Show me which ones you think should go together” “How come you put those together?” To teach grouping, it is necessary to use materials that possess common properties but are not identical.

Thinking and Reasoning SkillsCognitive Tasks Perceiving Common Relations: The ability to

identify and pair items that are usually associated together, but not identical. It is similar to grouping because it depends on the identification of a common property or bond. It differs from grouping because it involves pairing such items, rather than working with larger numbers of them.

Cause and Effect: It takes children a long time to develop clear ideas of physical causality, but they can begin to acquire this concept with the use of logical consequences as a primary means of discipline. Questions such as, “What will happen if…?” or “What do you think made ……. Happen?”

Thinking and Reasoning SkillsCognitive Tasks Ordering: Arranging objects of events in

logical order. Two kinds of ordering that appear to be most useful:

Spatial Ordering: arranging a variety of items according to a graduated seriated scale

Temporal Ordering: arranging events as they occur in time

Conserving: The ability to recognize that the amount of the substance remains the same despite changes in the appearance.

MathMath Standards

Number and operations: recognizing how many are in a set, understanding one-to-one correspondence, and arranging objects in increasing order

Algebra: understanding patterns and relationships and being able to repeat these

Geometry: recognizing attributes of shape and describing spatial relationship

Measurement: comparing and seriating objects, beginning to measure objects, either using standard or nonstandard units of measure

Problem solving: providing an environment that encourages problem solving and verbalize children’s methods as they solve problems

Data analysis and probability: asking meaningful questions, and then charting answers

ScienceScience is a natural endeavor for young

children who are constantly exploring, asking questions, wondering why or why not, observing touching, and tasting. Science IS children!Biological Sciences

The human body Animals Plants

Physical Sciences Physics Chemistry Meteorology

How can teachers help?Four factors working together to promote

cognitive growthmaturation-physical maturation (sound nutrition,

good rest, physical activity)experience-an essential cornerstone of the early

childhood experiencesocialization-conversational exchanges that allow

children to test and modify what they thinkequilibration-the mechanism by which the child

regulates her ideas and “puts everything together”

How to provide opportunities for practicing concept formation skillsDevelop needed materials

Provide consistent opportunities for practice

Make certain the activities are FUN!

What are They Learning?How can you make the activities “fun” and still

meet the needs of parents, administrators, political figures who insist that our children be “learning”?

Know the right word to say…so if someone says to you“All I see them doing is playing with bubbles (or

blocks, or playdough, or shaving cream) or any of the endless things chidren experiment with you can say…

They are learning……

But What are They Learning?Absorption Effect Magnification Evaporation

Amplify Explaining Exploration Inflate

Coagulate Constancy Cooperation Dissolve

Light Static electricity Surface tension Temperature

Vibration Weight Force Friction

Propulsion Density Measurement Light

Reaction Inflate Dissolve Buoyant

Inertia Suspension Balance Observing

Cause Membrane Pitch Sight

Tone Touch Rhythm Identifying

Now Go Out and TEACH!