Transcript CHAPTER 14: Supporting the Development of the Cognitive Self The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.

CHAPTER 14:
Supporting the Development of
the Cognitive Self
The Whole Child:
Developmental Education for the Early Years
Tenth Edition
Patricia Weissman
Joanne Hendrick
Approaches to Supporting the
Development of the Cognitive Self
•
The Information Approach
•
The Conventional Approach
•
The Emergent Approach
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Basic Concepts of the Piagetian
Approach
•
Piagetian Categories of Knowledge
o
Social-Conventional Knowledge
o
Physical Knowledge
o
Logicomathematical Knowledge
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Basic Concepts of the Piagetian
Approach
•
Piagetian Stages of Development
o
Sensorimotor Stage (0-2 years) *
o
Preoperational Stage (2-7 years)
o
Concrete Operational Stage (7-11 years)
o
Formal Operational (11-15 years)
* Ages represent the average age of acquisition
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Basic Concepts of the Piagetian
Approach
•
Piagetian Stages of Development (cont.)
o
Limitations in Preoperational Thinking
o
Differences in Children’s and Adults’ Thinking
o
How Children Construct Knowledge
o
What Can Teachers Do to Help Children Develop Fully at
Each Cognitive Stage?
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Basic Concepts of the Piagetian
Approach
•
Four Factors That Promote Cognitive Growth
o
Maturation
o
Experience
o
Socialization
o
Equilibration
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Specific Mental Operations or Mid-Level Skills
the Preoperational Child is Working On
•
Classification
o
•
Seriation
o
•
Graduated Ordering, Temporal Ordering
Cause and Effect
o
•
Matching, Grouping, Common Relations
Cause and Effect Relationships
Conserving Quantity
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Specific Mental Operations or Mid-Level
Skills the Preoperational Child is Working On
•
Develop Needed Materials
•
Provide Consistent Opportunities for Practice
•
Above All, Make Certain the Activities Are
Interesting
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Some Practical Suggestions About
Presenting Mid-level Thinking and
Reasoning Skills in the Curriculum
•
Matching
o Help Child Grasp Concept of “Same” and “Different”
o Provide Good Materials
o Provide a Variety of Experiences
o Ask Questions
o Increase Difficulty
•
Grouping
o Sorting Objects Into Categories
o Categories Should be Meaningful to the Child
o Ways to Present Materials
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
14-9
Some Practical Suggestions About
Presenting Mid-level Thinking and
Reasoning Skills in the Curriculum
•
Grouping
o Sorting Objects Into Categories
o Categories Should be Meaningful to the Child
o Ways to Present Materials
o Present a Variety of Grouping Experiences
o Matching is not the Same as Grouping
•
Perceiving Common Relations
o Pairing
o Opposites
o Ask Questions
o Increase Difficulty
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
14-10
Some Practical Suggestions About
Presenting Mid-level Thinking and
Reasoning Skills in the Curriculum
•
Understanding the Relationship Between Simple Cause
and Effect
o Get in the Habit of Asking Cause-and-Effect Questions
o Set up Experiments
o Encourage Children’s Hypothesis Testing
•
Ordering
o Spatial Seriated Ordering
o Temporal Ordering
•
Conserving
o Provide Materials and Experiences for Conservation
Development
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Use Questions That “Provoke” the Children
into Thinking for Themselves as Their
Ideas and Mental Abilities Emerge
•
Sort Out the Different Kinds of Teacher-Generated
Questions: Understand the Difference Between Using
Fact and Thought Questions
o
Convergent Close-Ended Questions
 Fact
 Figuring Out
o
Divergent Open-Ended Questions
 Asking-for-Opinion Questions
 Asking-for-Reasons Questions
 How-Can-We-Find-Out Questions
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Use Questions That “Provoke” the Children
into Thinking for Themselves as Their
Ideas and Mental Abilities Emerge
•
Wait for Answers and Ask Only a Few Questions at a
Time
•
Resist the Impulse to Always Answer the Children’s
Questions Yourself
•
Encourage the Child or the Group to Produce More
Than One Answer
o What Else?
o What If?
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
14-13