QTC 2.1 & 2.2

(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?

Just as we all learn differently, our cognitive development varies as well. As teachers, it is critical that we learn to address the diverse needs of our students, developmentally, socially, and academically. I am interested in teaching first or second grade, where according to Piaget, children typically fall in the concrete operations stage. In this stage, a child’s thought process becomes more logical in nature. It is in this stage where Piaget believes children become more aware of their own perspectives and feelings and realize that they are unique to them.  Children who may have not yet reached the concrete operational stage might have difficulty understanding that someone else does not agree with them, as they may assume everyone shares the same feelings or thoughts. To help these students work in group settings more efficiently I might introduce activities that bring awareness to our differences. Authentic activities like taking a survey on a real issue that impacts my students or having a debate may help these students understand other worldviews. In addition, read-a-louds are a great way to incorporate new ideas and celebrate diversity, and are easily accessible by most all students—even if they are not working at the concrete operational stage, just yet.

2.2) 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 love some of the strategies that the book listed for working with students grade K-2. I will certainly be integrating many of these into my classroom. Reading aloud every day is something that I am going to make a habit in my classroom. As children learn to read independently, this will also be part of our daily routine. Reading age-appropriate storybooks that are not only fun and engaging but that include language that will enhance their vocabulary is imperative. I believe that children learn a lot through observation and modeling. Often times, a student will want to read the way you do. They may mimic your facial expressions, voice inflection, or mannerisms. Frequent exposure to language and new vocabulary words will in turn, enhance their own language development as they begin to practice what they observe. In addition, Asking the students to construct narratives about recent events, such as “tell me about your trip last weekend” will help them practice sequencing and story-telling, focusing on the beginning, middle, and end or cause and affect. In addition, this type of conversation will help you get to know your students and may uncover student interests that will help you plan your instruction.