Transcript week 4 - University of Illinois at Urbana–Champaign

week 5
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Donaldson ch 6
"timeless meaning" and meaning in the "ongoing flow of 'real life'." (57)
thinking of the child’s task as learning what language is for the adult (58)
Piaget not interested in language learning and sensitive to difference
between what language is for adults and kids, but when he uses language in
research with kids forgets this difference (58)
conservations tasks—children under 7 fail them
"sheer linguistic form“: can meaning of language override meaning of
situation (61)
"It is possible, without invoking inability to decenter, to allow that something
like 'domination by the look of the thing' may occur." (63).
salience (65)
"Underlying this suggestion is a whole set of very fundamental notions about
the ways in which we relate to the world. Of these, the most important is
the idea that this relation is active on our part from the beginning. We do
not just sit and wait for the world to impinge upon us. We try actively to
interpret it, to make sense of it. We grapple with it, we construe it
intellectually, we represent it to ourselves. . . .we are, by nature,
questioners” (67)
the three things influencing the child's interpretation (68)
ask your roommate if milk is bigger than water. (71)
“a common but naive assumption that understanding of a word is an all or
none affair“ (73)
neoteny
• as we evolved as a species, our
development slowed down
– we stay infants all our lives
• the “American question” (the hurried
child)
• importance of seeing school as
important for the present, not as
preparation for the next year—getting
kids ready for now
• goal not to speed development up but
to enrich and broaden it
Donaldson appendix
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how knowledge develops
self-regulation and equilibrium
assimilation and accommodation
continuity, change, order, and speed
stages:
– sensori-motor (0-18 months)
– concrete operational (18 months – 11)
• preoperational (18 months – 7)
• operational (7- 11)
– formal operational
seeing possibilities
• not in the kids
• may not be in the world as we know it
World Cup
• round 1:
– 9/24, 9/25, 9/27, 9/28
– fifaworldcup.com
Piagetian
young solo scientist
what child can do alone
stages
post-Piagetian
young social apprentice/explorer
what child can do with others
varies by domain—development
generally not stage-like
development: inside to outside development: outside to inside
structural constraints
human & cultural constraints
egocentric child
able to decenter
cognitively and socially
cognitively and socially capable
limited kids
kids
focus on what kids can’t do
focus on what kids can do
learning follows development learning leads development
culture not important
culture central
adults and children different
adults and children similar
primacy of cognitive
importance of social
formal logical understanding
making sense
language as formal system
language as meaning-making tool
conversation reports
• 20 minutes minimum
• word processed
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names upper left
“conversation report 3” upper right
title centered
time and place at bottom
• evidence that you are exploring other
perspectives, e.g., do books stay in print for
25 years and get translated in 20+
languages for no good reason
being open-minded
• being willing to exchange one’s ideas
for better ideas
• constantly challenging one’s ideas
• having strong beliefs but seeing that
others have equally strong ones
• understanding that ideas and beliefs
grow and change, and that no
explanation is final
• I take open-mindedness to be a
willingness to construe knowledge and
values from multiple perspectives
without loss of commitment to one's
values. Open-mindedness is the
keystone of what we call a democratic
culture. (Bruner, 1990, p. 30)