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Concentration game

By Kiersten Crowe

kiersten Crowe

on 26 January 2013

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Transcript of Concentration game

Lets Play... The Vygotskian Theory! Rules of the Game:
1. Choose a category (group cooperation)
2. Begin hand game and song (incorporates multiple parts of the brain and thus may be learned quicker because more synapses are being formed)
3. No repeats or hesitation (challenges players to use previous knowledge and to build upon the words in the category using their environment and component's words or by recalling words from previous games)
4. The faster the component responds, the faster the other player must think on his feet with a new connection in the category Concentration! No Repeats Or Hesitation! watch 1:45-end (3/4 through-end) "Cool Hand Games" There is something more to this elementary-school-aged hand game... Culture influences cognitive Development Learning happens from complex interaction between the environment and heredity, also referred to as natural and cultural lines. Social interactions have a large role in the cognitive development process. When two people come together (such as in this game) with different knowledge and form a shared understanding, they engage in intersubjectivity. ZPD How Learning Works According to Viagotsky: Zone of Proximal Development: A child already has previous knowledge and must build upon it. The ZPD allows all skills a child has to be developed with the help of a person of a higher cognitive level (such as a 10 year old playing with a 6 year old). In the game of concentration, cultural backgrounds can determine what categories are called and what words and connections are made.

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EX: If two small children grew up in Indiana, they may choose the category superheros and then list Batman, Superman, Spiderman, or Mr. Incredible. Young girls in Indiana may choose the category princesses. An African American girl may immediately say Naveen (from The Princess and the Frog), while an indian girl may say Jasmine (Aladdin), and so on. Cont...
But, if children were playing concentration in a different state or country, like Hawaii, Spain, South Africa, or China, their category choices may be much different (based on different sports teams, rulers/presidents, pass times, climates, animals, socioeconomic groups, etc). Even living in a different family from the same area will allow a set of partners playing concentration to have different thoughts throughout the game due to the different experiences they have had to learn from up to the current moment in their life. Scaffolding EX: In this game, a fifth grader can be playing with a second grader. The fifth grader's psychological and cultural tools are more experienced than those of the second grader. So, when the fifth grader rattles off things from his life that are unknown to the second grader, the second grader will begin to internalize them and climb to the higher cognitive level of the other fifth grader. This is a temporary social support until the less cognitive partner reaches the cognitive level the other player has during the task. When this finally happens, the less cognitively advanced player will be able to properly internalize what has been said to them changing from processing things socially, to mentally as an individual. The younger (or less cognitively advanced) child must be able to understand what the older (or more cognitively advanced) one is saying in order to learn! When a set of partners playing the concentration game are different ages, the more cognitively advanced of the two will be able to help the other develop skills he or she may not have fully formed (The less-cognitively advanced acquires a new advanced way of internalized thinking).

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EX: If the category is colors and one person says a color the other does not know of, or if the category is animals and one person draws a connection from cats to mountain lions (instead of other ordinary house pets such as dogs or hamsters), then the other person will then be able to make similar connections later. With more repeated unfamiliar connections made by the more cognate person in the game, eventually the less cognate person will learn to make the same more-advanced connections through the social game. In this game, both players could learn from each other. Cooperative Tasks! Concentration is a cooperative task that demands individual group accountability to continue the game, face-to-face interaction that provides social feedback to counter the partner's response, interpersonal skills like communication of the things in the chosen category or conflict resolution when a player says a word the other player was thinking, and finally group processing that allows the players to build upon their category using previous games as an aid to decide what allows them to win or lose. Cooperative learning is effective! Though the game is challenging, the competitive nature in the children allows them to want to outsmart their component and win. Persistence and repetition of unfamiliar words, concepts, or connections eventually will build each of the players' cognitive levels as they play off of each other's thoughts or words. In this way, social learning is naturally used. This game calls for:
1)active listening and participation
2)quickly recalling previous memories
3)being social with other players of an understandable cognate level
**all of this is fun because it is competitive** Get thinkin'!
Let's Play concentration!
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