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SLEM602 - Teaching the Growing Child

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by

Lauren Jackson

on 26 January 2014

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Transcript of SLEM602 - Teaching the Growing Child

SLEM602 - Teaching the Growing Child
References
Theories of development
Builds on the work of Jean Piaget
Six stages of moral development
Stages 1-3 are most relevant to primary educators
Stage 1:
Rules viewed as unchangeable
Motivated to avoid punishment
Stage 2:
Rules viewed as less absolute
Needs of others are recognised
Stage 3:
Motivated to please others
Prep Classroom
Grade 5 Classroom
Moral development according to Lawrence Kohlberg
Cognitive development according to Jean Piaget
Four stages of cognitive development
Pre-Operational and Concrete Operational are most relevant to primary educators
Pre-Operational:
Prep-Grade 2
Egocentric
Concrete Operational
Grade 3-6
More logical thought
Require concrete materials
Cognitive development according to Lev Vygotsky
Zone of Proximal Development (ZPD)
Current level
Potential level
Out of reach level
Emphasises the role of More Knowledgeable Others (MKOs)
Scaffolding
Considers the social aspect of learning
Moral development according to Jean Piaget
Two stages of moral development
Heteronomous
Up until about 10 years old
Relates to egocentrism
Acceptance of rules and authority
Autonomous
From about 10 years and older
Internal sense of right and wrong
Consider both act
and
intent
Assessment 1, by Lauren Jackson
Importance of developmental theories
Understand behaviour
Aid lesson planning
Enhance student outcomes

Cognitive Development Theory
Jean Piaget and Lev Vygotsky
Moral Development Theory
Jean Piaget and Lawrence Kohlberg
From a cognitive perspective........
Children are Pre-Operational
Utilise hands on activities
Make lessons relevant and engage the senses
Encourage parent involvement
Set tasks of an appropriate level
From a moral perspective........
Heteronomous stage, egocentric
Whole class determines the rules
Small group activities
From a cognitive perspective........
Children are Concrete Operational
Utilise physical objects
Learning by doing
Set tasks of an appropriate level
Group work
From a moral perspective........
Autonomous
Whole class determines the rules
Facilitate moral discussions
Decision-making and problem-solving
(Vercillo, 2012; Murray, n.d.; Opfer, n.d.)
(Eddy, 2010a; Webb, 1980)
(Eddy, 2010b; Stetsenko & Vianna, 2009)
(Fleming, 2006; Murray, n.d.)
(Fleming, 2006; Murray, n.d.)
(Eddy, 2010a; Eddy, 2010b; Webb, 1980; Fleming, 2006; Murray, n.d.)
(Eddy, 2010a; Eddy, 2010b; Webb, 1980; Fleming, 2006; Murray, n.d.)
(Davis, Hummel & Sauers, 2006)
(Schnell, 2012)
(Kranz, 2013)
(abagond, 2011)
(Children's investigation with technology, 2012)
(Weeden Heights Primary School, n.d.)
Full transcript