Chapter 2 Cog Developement

 1)One of the most cited theories of human development is that of Swiss biologist Jean Piaget. After reading about Piaget's basic assumptions (p. 27-32) look with particular attention at the stage of child development you would like to teach. The other most cited theory of human development belongs to Russian developmentalist Lev Vygotsky. Vygotsky's theory of cognitive development leads us to expect greater diversity among our same-ages students than Piaget. Given these two influential theorists' ideas on cognitive development, how might you accommodate students who are not yet working at the level of their peers?

After reading through Piaget’s  4 stages of Cognitive Development, I believe I will be interacting with children who are in the Concrete Operational Stage according to Piaget. In this stage it is said that “adultlike logic appears but is limited to concrete reality” (p.31). There are  many great points Piaget has to offer, but  I think he is assuming that children move and learn at the same pace which is completely untrue. Children are often able to think in a more advanced manner than the stage that Piaget places them in at that age level. In order to accommodate students who are not working on the same level as their peers I would first have to assess where they are at in their learning. I think meaningful, probing questions during exercises can allow me to see their level of understanding and if they are making meaning of the content. I think by challenging their illogical and incorrect ideas and guiding them in the right direction, they can construct their only knowledge but at this point, reaching equilibration by going through a process of better developing their understanding. I also partly agree with Vygotsky’s assumption that social interactions plays a big part in making meaning for children. Thus, I would most likely create groups of high and low learners so they can feed off each other and learn from each other’s ideas.

2)Theories in educational psychology promote the idea that language plays a critical role in cognitive development. Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching. Consider how you might incorporate or adapt the strategies presented for use with your own students.

I examined the section aimed at grades 3-5. I really liked the suggested strategy of having students create short stories and presenting them orally or in writing. This is a good idea because it can be used in almost all subjects, basically killing two birds with one stone. You can encourage creativity while at the same time checking for concrete understanding of a topic translated into concrete writing.  Presenting them orally helps build confidence and speaking skills. The more students read aloud, the better readers they will become.