Chapter 2 QTC

(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?

The children that I teach will be in the preoperational stage of cognitive development according to Jean Piaget. I will need to keep in mind that some children will be in the transitional stage, which means they may display characteristics of two adjacent stages simultaneously. To accommodate these students who are not currently at the working level of their peers, I will need to provide them with activities that are within their zone of proximal development. By having the assumption that since these children are delayed developmentally in comparison with their peers, this can lead some teachers to providing activities that are so easy for these children that they are stuck in the same developmental stage. Other teachers might provide activities that are too challenging and difficult in attempts to try to catch these children up with their peers. It would be most beneficial to provide these children with activities that support their current stage of development initially. As they become more efficient at these tasks, I would gradually provide more challenging activities to these children. 

Some children might not be on the same stage as their peers due to lack of experiences which contributes to their prior knowledge. In this case, my role would be to provide a stimulating environment that will build more experience for these children. I can engage children in more authentic activities as well to promote this.

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.

GRADE LEVEL K-2

1. Read age-appropriate storybooks as a way of enhancing vocabulary: I would be sure to read daily to my children, as well as have a block of time for them to independently read and read in reading groups with their peers. Books should be age-appropriate, however, books that have vocabulary words that are not familiar to the children is a great way to enhance their own personal library of vocabulary. 
2. Give corrective feedback when students' use of words indicates inaccurate understanding: This can be done primarily through modeling. Obviously, I need to model correct grammar and proper word usage to my children in order for them to grow and develop better language skills. Instead of correcting children, I can repeat what the children say in proper terms. For instance, in the classroom that I am interning in this semester, the children do not always use proper grammar. One child said to me, "I ain't got no more", and instead of correcting him I just restated what he said in question form by saying, "Oh, you do not have anymore?" After saying this he self corrected and responded, "Yea, I don't have anymore." 
3. Work on listening skills: In a responsive classroom approach, morning meetings and group circle time discussions are often implemented in the classroom. Children are expected to listen when others are talking, and to take turns doing so. This is established in the beginning of the school year and children should learn the expectations for listening during discussions. Also, providing activities that require children to listen to each other should be used often to practice their listening skills.
4. Ask follow-up questions to make sure students accurately understand important messages: I often ask children in the classroom I intern in to summarize the directions that I have just given. A lot of times there are children who enter the room from special education after I have already given instructions, and I have my children restate what we just went over. 
5. Ask students to construct narratives about recent events: For writing workshops in kindergarten and first grade, journals are typically used where the teacher asks a question about events in children's lives and have the children write about them. In a kindergarden class I worked in, the children would each get a chance to take home the stuffed animal that belonged to the classroom. The children would recap to the class what they did with the stuffed animal while they had him.