constructivism

By: Mahra Humaid

ID: H00354137
Concept Development

– How concept Develop ?

– Children engage some skills in early childhood :
1-One-to-one : correspondin
2-Counting
3-Classifying
4-Measuring
– As young children leave toddlerhood and enter the pre- school and kindergarten levels of the preprimary period, exploration continues to be the
first step in dealing with new situations; at this time, however, they also begin to apply basic concepts to collecting and organizing data to answer
a question.
– As you proceed through this text, you will learn how young children begin to construct many concepts during the preprimary or
preschool/kindergarten period (the years before children enter first grade).
– As children enter the primary period (grades 1–3), they apply these early basic concepts to explore more abstract inquiries in science and to help
them understand the operations of addition, subtraction, multiplication, and division as well as mathematical concepts such as measurement,
geometry, and algebra.
– During the preprimary period, children learn and begin to apply concepts basic to both mathematics and science.
Sensorimotor Period
Birth to age 2

– Sensory abilities

– Growing motor abilities

– Children in this first period are explorers, and they need opportunities to use their sensory
and motor abilities to learn basic skills and concepts.
– As children near the end of the sensorimotor period, they reach a stage where they can
engage in representational thought; that is, instead of acting impetuously, they can think
through a solution before attacking a problem.
– By the end of this period, children have developed the concept of object permanence; that is,
they realize that objects exist even when they are out of sight
Preoperational period
Age 2 to 7

– For instance, if the same amount of liquid is put in both a tall, thin glass and a short,
fat glass, preoperational children say there is more in the tall glass “because it is
taller.” If clay is changed in shape from a ball to a snake, they say there is less clay in
the snake “because it is thinner.” If a pile of coins is placed close together,
preoperational children say there are fewer coins than they would say if the coins
were spread out.
– The ability to hold or save the original picture in the mind and reverse physical
change mentally is referred to as conservation, and the inability to conserve is a
critical characteristic of preoperational children.
– When the physical arrangement of material is changed, preoperational children
seem unable to hold the original picture of its shape in mind.
Concrete Operations
Age 7 to 11

– This is a critical consideration for kindergarten and primary teachers because the
ability to conserve number (the coins problem) is a good indication that children are
ready to deal with abstract symbolic activities.
– During the third period, called concrete operations (approximately ages 7 to 11),
children are becoming conservers.
– A child’s thought processes are changing at his or her own rate, and so, during this
time of transition, a normal expectation is that some children are already conservers
and others are not.
– In other words, they will be able to mentally manipulate groups that are presented
by number symbols with a real understanding of what the mathematical operations
mean
Operations
Age 11 to adulthood

– A person at the formal operations level would plan out how to systematically
test to find the solution; a person still at the concrete operational level might
start to combine the liquids without considering a logical approach to the
problem, such as labeling each liquid and keeping a record of which
combinations have been tried.
– For example, suppose a person who has reached the formal operations level is
given samples of several colorless liquids and is told that some combination of
these liquids will result in a yellow liquid
Vygotsky’

– Whereas Piaget placed an emphasis on children as intellectual

explorers making their own discoveries and constructing
knowledge independently, Vygotsky developed an alternative
concept known as the zone of proximal development (ZPD).
– Piaget looked at development as if it came mainly from the
child alone, from the child’s inner maturation and spontaneous
discoveries, but Vygotsky believed this was true only until
about the age of 2.
– Thus, Vygotsky put more emphasis than Piaget on the role of
the adult (or a more mature peer) as an influence on children’s
mental development