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Transcript of cognitive development
1. Sequence of development is predictable
2. Children develop at different rates
3. Development is marked by sprut and plateaus.
4. Heredity and environment interact in their effects on development.
5. Children's own behaviors influence their development. behavior heredity
environment Developmental process:
1. Brain continues to develop througout childhood, adolescence and adulthood.
Synaptogenesis (synapsis fromed in the brain) is genetic ; elementary more than adults-why? how does this apply to teaching?
2. Children have a natural tendency to organize their expereinces.
Piaget says things children learn & do are organized into SCHEMES (groups of similar actions or thoughts that are used repeatedly in response to the environment). what are some things children do that are schemes?
3. Children are naturally inclined to make sense of and adapt to their environment.
Assimiliation- responding & interpreting an object or event consistent with existing scheme.
4. Development builds on prior acquisitions.
children rarely start from scratch
5. Interactions with the physical environment promote development.
6. Language development facilitates cognitive development.
Vygotsky says thought and language are two distinct functions until about age two, where we combine these elements.
7. Interactions with other people promote development. Zone of proximal development:
(page 145 figure 5.1)
Range of task children canot yet
perform but can perform with
the help and guidance of others. Linguistic Intelligence:
THINKS IN WORDS
Usually writes better for their age
tells stories, jokes, tall tales
has good memory for names, places, dates
enjoys reading books
spells words accurately
any reading activities Logical-Mathematical Intelligence
THINKS BY REASONING
wants to know how things work
computes arithmetic problems in mind quickly
enjoys math class
likes strategy games (chess, checkers)
enjoys logic puzzles-brain teasers
math problems on the board
logical problem solving exercises
classifications and categorizations Spatial Intelligence
THINKS IN IMAGES AND PICTURES
reads maps, charts, & diagrams easy (better than text)
enjoys art activities
draws figures advaced for age
likes visual presentations, movies
builds interesting three dimensional constructions
charts, graphs, diagrams
visual puzzles and mazes
idea sketching Bodily-Kinesthetic Intelligence
THINKS THROUGH SOMATIC SENSATIONS
excels in one or more sports
moves, twitches, taps or fidgets
cleverly mimics other people's getures or mannerisms
loves to take things apart and put them back together
puts hands all over somthing just seen
enjoys running, jumping, (other students: sewing, woodworking, mechanics)
hands on thinking
competitive and cooperative games
communicating with body language Musical Intelligence
THINKS VIA RHYTHMS AND MELODIES
remembers melodies of songs
good singing voice
rhythmic way of speaking and/or moving
unconsciously hums to self
taps rhythmically on table
sensitive to environmental noises
playing music on instruments
rhythms, songs, raps, chants
creating new moldies for concepts Interpersonal Intelligence
THINKS BY BOUNCING IDEAS OFF OTHER PEOPLE
enjoys socializing with peers
gives advice to friends
enjoys informally teaching other kids
good sense of empathy or concern for others
cross age tutoring
group brainstorming sesssions