PCD Objective 6 02 Understand the cognitive and

PCD Objective 6. 02 Understand the cognitive and moral development of children ages 3 -6.

Theories of Cognitive Development l What does Cognitive really mean? – – – Intellectual thinking Using your brain Logical thinking l Using commonsense

What is a Theory? l l Speculation Hypothesis Guess Assumption http: //www. debunking 911. com/hypothesis. gif

What is a Theorist? l l l Philosopher Truth-seeker Thinker Academic Dreamer http: //www. math. hmc. edu/~tucker/math 104/graphics/thinking-cap. gif

Why do we need to learn about Theories? l l l We study Child Development Theorist Because they studied how children learn, grow, and play We study children Therefore we will learn about what these theorist believe to be TRUE about children’s developmental growth To help us better understand CHILDREN!!!

What Child Developmental Theorist do we study? 1. Howard Gardner 1. 2. Jean Piaget 1. 3. Children learn thru using the 5 senses, hands-on Kohlberg 1. 6. Learning is social based Maria Montessori 1. 5. 4 stages of development Lev Vygotsky 1. 4. 8 Multiple Intelligences Moral Development-6 stages Bronfenbrenner 1. Moral Orientation (direction)-5 stages

Can you guess each theorist? 6 4 2 1. Piaget 1 3 5 2. Maria Montessori 3. Kohlberg 4. Bronfenbrenner 5. Vygotsky 6. Gardner

Howard Gardner l Theory: – 8 Multiple (many) Intelligences (way you think and learn) l Linguistic intelligence – sensitive to and able to easily understand use language Logical-mathematical intelligence – able to easily perform math operations and scientific thinking Spatial intelligence – able to easily interpret and construct three-dimensional forms in space Musical intelligence – recognize and learn musical rhythms, beats, and patterns easily Bodily-kinesthetic intelligence – use mind to coordinate body movements Interpersonal intelligence – understand the intentions, desires and motivations of others Intrapersonal intelligence – understand oneself, including fears, hopes, and motivations Naturalist intelligence – drawing from the environment, from nature l l l l

http: //anglais. edunet. tn/projects/perso_site/skhlifi/articles/ seminar_dec 2005_fichiers/8 intel. jpg

Jean Piaget l He has 4 stages – We discussed his 1 st stage when we learned about Infants l Sensorimotor--Infant’s learn from their 5 senses and moving l Ages 2 -7=Preoperational Period Theory: Child think in terms of their own activities and what they perceive at the moment. l Make-believe play l – l Use of symbols – l Objects and words can be symbols Egocentric viewpoint – l Imitate real life situations View world in terms of their own thoughts and feelings Limited focus – Make decisions based on own perceptions

Lev Vygotsky’s l Theory: Learning is socially based – – – Parents, teachers and peers promote learning Children play key roles in their own education Teachers should collaborate with students rather than lecture Students should collaborate with each other Classroom would have tables for teamwork and small group learning

Maria Montessori l Theory: Children would learn naturally if placed in a prepared learning environment with the appropriate learning games. l Play games to learn how to write and strengthen muscles of the hands and fingers before writing Focuses on the development of the senses, language and motor skills with a view to prepare a child’s mind and body for future learning. Classroom is designed so students can learn by themselves l l

“Learning stations” arranged by subject area l Materials are within reach of children l Teacher allow independence – l Never interrupting a student engaged in a task Using the word “work” instead of “play” helps a child develop a sense of worth

Recommendations to support Cognitive Development l l l l Experiences shared with adults form the basis for children’s learning Talk with children about their world and what they are doing Ask children questions that help them think about experiences in new ways and focus on process of play Explanations and suggestions are helpful Asking child’s advice promotes learning Trips and activities are important for learning Helping around the house provides great learning activities

Reading l l l l Books provide an opportunity to learn about and understand the world. Children who enjoy reading will find learning easier and more fun Reading to children helps them associate reading with fun The ability to hear phonemes is important (ou in house)---rhyming words help develop phonemes awareness When reading a familiar book to a child stop and let child fill in sounds Words that repeat the same sounds are called alliterations and they help develop phonemes After learning sounds, a child can associate the sound with the letter – l Important step in learning to read Children who are bilingual (Speaks 2 languages) find it easier to learn to read.

Introducing Art & Music l l l Art helps children express their feelings, develop fine motor skills, and express their creativity. Children should be encouraged to experiment with art materials without being corrected or criticized. Asking a child about their work helps develop verbal skills. Playing simple instruments helps develop child’s interest in music. Children are intrigued by rhythm.

Moral Development l Learning & Understanding – – l Difference between Right Vs. Wrong Reasons behind rules Developing a conscience – – – Principles Ethics Different between right and wrong l “Let you conscience be your guide” – Who said this? 5 points extra credit on 6. 02 test if you name the character?

http: //www. energyquest. ca. gov/teachers_resources/image s/jiminy_140 x 143. gif l Pinocchio's very own Jiminy Cricket sang that song in the movie. – He was reminding Pinocchio to make the right choice’s or his nose would grow very long if he told a lie! l REMEMBER NOW? ?

Kohlberg l Theory: Moral Development-6 stages – Right from wrong l – Egocentric l – – Individual seeks to do what is right to gain the approval of others Rules of behavior l – What is right is what benefits the self Approval l – Law and order Seeks to abide by the law and fulfill his or her duty The individual better understands the feelings of others and develop a genuine interest in their welfare Moral maturity l A person must be able to recognize a person’s point of view.

Bronfenbrenner l Theory: Moral Orientation (direction)-5 stages – Self-oriented morality l – Authority-orientated morality l – accepts decisions of peers about what’s right and wrong in order to conform Collective-oriented morality l – accepts decisions of authority figures about what’s good and bad Peer-orientated morality l – wants to satisfy personal needs and desires places the group’s goals and interests over personal interests Objectively-oriented morality l accepts universal values without regard to criticism or differing opinions from some individuals

Recommendations to Support Moral Development 12. Set clear standards of behavior Respond to inappropriate behavior Talk about mistakes in private Understand that children will test the limits Consider the child’s age and abilities It is a life long task to learn self-discipline Continue to show love despite behavior Model moral behavior Children learn to follow an example Do not send mixed messages. Pick up language and speech patterns from others Learn that others live by different rules 13. TV, movies, and other media also become role models 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Cognitive Developmental Milestones Matching GAME l l You will receive a developmental milestone You will need to decide what age that milestone would fall under – – 3 year olds 4 year olds 5 year olds 6 year olds

Cognitive Developmental Milestones of Children 3 -6 3 yr. olds 4 yr. olds 5 yr. olds 6 yr. olds - Uses longer sentences than younger children - Knows about 900 words - Follows twopart directions - Sorts by color and shape - Speaks in complete sentences of five to six words - Makes up stories - Asks many when, where, how, and why questions - Understands three-step directions - Knows colors and shapes - Understands same and different, top and bottom - Uses 6 -8 word sentences with correct grammar - Understands about 13, 000 words - Learns alphabet and many letter sounds - Recalls part of a story - Counts up to ten objects and can sort by size - Understands above and below, before and after - Reads words and simple sentences - Writes simple words - Solves problems more effectively - Plays pretend games - Has longer attention span - Understands right and left and additional time concepts

PCD Sample Test Questions Objective 6. 02 Understand the cognitive and moral development of children ages three through six.

How are the cognitive characteristics of a three-year-old different from a six-yearold? Six-year-olds can solve problems; three-year-olds can sort red and blue blocks. B. Six-year-olds recognize about 1300 words; threeyear-olds recognize 200 words. C. Three-year-olds can follow directions with two parts; six-year olds cannot. D. Three-year-olds know colors and shapes; six-yearolds do not. Answer = A A.

Which is an example of a preschooler in the preoperational period? Five-year-old Tom: pushes a box as an imaginary truck. B. has to have the approval of his parents. C. does not do creative activities. D. likes to do what others do. Answer = A A.

Five-year-old Davis enjoys being with his friend Briggs, who likes to do similar things as Davis. Which type of multiple intelligences does this illustrate? Interpersonal B. Intrapersonal C. Linguistic D. Logical-mathematical Answer = A A.

Any Questions? ? ? ? ? l l The End!!!! YAH!!!!