Chapter 2 QTC

Unit 3

Chapter 2

(2.1) 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-aged 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?

I will be teaching first grade, and children will be bordering the preoperational and concrete operations states of development. It is likely that I will have students in my class at both stages, especially when considering that Vygotsky’s theory of cognitive development leads us to expect some diversity among same age students. In my current placement, the first graders are learning basic fraction concepts. It is the end of the year, and many of the students are firmly in the concrete operations stage of development. However, some students appear to remain in the preoperational stage, and struggle with conservation of size. Some students easily grasp that fractions have to be composed of “equal parts,” but struggle with the idea that equal parts don’t have to be the same shape to have an equal area. For example, a problem with a cube divided into four equal parts (divided into two squares and two rectangles) stumped about half of the class. To accommodate various levels of development in this scenario, I would provide concrete shapes for kids to play with. For a cube, I would provide many tiny cubes that the students could lay over the larger cube. How many small cubes fit in the rectangles? How many fit in the small cubes? This will help all students learn to conserve area with different shapes. I would have students draw lines in to make equal parts in the shape, and then count the same-shaped parts within the whole. These experiences will move the students towards the next stage, but will allow them to complete the same coursework as their peers, working toward understanding fractions.

 

(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 want to teach students aged K-2. I will certainly read age-appropriate books as a way of enhancing both vocabulary and reading skills. Today, I read “Cat in the Hat” with a kindergartner who claimed he “couldn’t read.” He was able to recognize many sight words, and figure out the other words by context. He asked many questions, including “Is ‘I’ the name of the boy in the story.” I was able to use the story to explain that “I” signifies point of view, asking the student, “What do you say when you want a cookie… Who do you think is telling this story?” The student was able to understand perspective and have a better understanding of the word “I.” I will continue to use books as a way of enhancing vocabulary in my classroom. I will also ask follow-up questions to make sure that students accurately understand important messages. If I had not asked this student to summarize the story so far, he might not have responded by asking a question about something that he did not understand. Many first graders and kindergarteners can read things out loud without understanding the meaning of what they are reading. Asking follow-up questions is necessary to ensuring that students understand both written and spoken materials.