Professional Documents
Culture Documents
Changes
that occur in human beings between conceptions and death. Can be divided into a number of different aspects:
Physical Personal Social Cognitive
People
Development Takes
place gradually
Sensorimotor
0-2
Pre
operational 2-7
Concrete
operational 7-11
Formal
11-adults
semiotic function Thought is subjective and egocentric Examples: pretending, miming From 200 to 2000 words Children speak to themselves- collective monologue Fantasy and reality are confused Have a short attention span
Children
can have sudden temper tantrums are physically aggressive without a motive feel insecure and omnipotent do not know how to wait, which causes frustration start to be aware of their potential both their abilities and limitations play parallel to others are extremely keen to communicate are passionate and non systematic in the way they do things take other childrens toys as a way of affirming themselves interrupt activities to gain attention
Use concrete props and visuals: demonstrate, use props, use stick rods, colored chips. Visuals should be large Make instructions relatively short Avoid long lectures Be clear about the use of material Be tolerant to invented words Give children hands on practice Provide a wide range of experiences Monitor aggressive behaviour without over reacting Involve body movement Activities should be varied and should develop large motor movements (running, jumping) and hand eye coordination (cutting out, modelling)
Stimulation e.g. information from internet or crosscurricular Chances to be independent Teacher sensitive to their needs and moods
Piaget
coined the term concrete operational to describe hands on thinking for this stage. CHARACTERISTICS Recognition of the logical stability of the physical world. Realization that things can changed be changed or transformed and still conserve their characteristics. Understanding that changes can be reversed.
LOGICAL
IDENTITY
SYSTEM OF THINKING
Thinking
Logic
USE VISUALS SUCH AS: Timeline, three dimensional models Diagrams GIVE STUDENTS THE CHANCE TO MANIPULATE AND TEST OBJECTS: Have students bake bread, weave cloth, do crafts. MAKE SURE PRESENTATIONS AND READINGS ARE BRIEF AND WELL ORGANIZED: Assign stories or books with short, logical chapters. Break up the lesson, give students the chance to practice the first step before introducing the next. Use familiar examples to explain more complex ideas
GIVE STUDENTS THE OPPORTUNITY TO CLASSIFY AND GROUP OBJECTS AND IDEAS ON INCREASINGLY COMPLEX LEVELS Give students slips of papers with individual sentences written on each paper and ask students to group the students to group the sentences into paragraphs. Compare systems PRESENT PROBLEMS THAT REQUIRE LOGICAL THINKING Use mind twisters, brain teasers., riddles Discuss open ended-questions that stimulte thinking
The
child must deal with demands to learn news skills or risks a sense of inferiority, failure, and incompetence.
Make sure students have opportunities to set and work toward realistic goals. Begin with short assignments and, then move to longer ones. Teach students to set reasonable goals Give students a chance to show their independence and responsibility Tolerate honest mistakes Delegate tasks Provide support to students who seem discouraged
Woolfolk,
A. (1980) Educational Psychology.MA: Allyn and Bacon Brown,D. (1994) Principles of Language Learning and Teaching New Jersey : Prentice Hall