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EC100

Chapters 12 and 13

TermDefinition
Cognition The mental process that child use to acquire knowledge. Can occur without language.
Post- Piagetian Perspective Learning is a process of discover; Knowledge results form active thought. 3 types: Physical, Logical, Social.
Vygotsky, Thinking, and Socio-Influences Sociocultural Theory. Learning must be done in collaboration (Mixed age groupings, Play, The teacher)
Gardner's Multiple Intelligences People learn and use knowledge in different ways. (Introduction, Identification, Nurturance, Bridging)
High/Scope, Montessori Methods, and the Brain The brain is the only unfinished organ at birth. High/Scope + Montessori Method. Activities need to be engaging to promote cognitive development.
A skill is basic if it is transcurricular that can be used in a variety of situations and have dynamic consequences Inquiry Skills: Sequence from sensation to perception to cognition. Development of attention span and memory. Piaget's skills of inquiry.
Knowledge of the Physical World First learn through objects. Learn about cause and effect. Ability to compare and contrast.
Knowledge of the Socio-Cultural World Relationships. Early experience are important to social and emotional brain functions.
Classification The ability to group like objects in sets according to characteristics. Preschool children use consistent criteria. Language helps children label and classify.
Seriation The ability to put an object in a logical series based on property of those objects. Montessori materials. Ex. Nesting boxes
Numbers Understanding the concept of numbers means learning quantity: understanding amount, degree, and position. Sense of numbers and quantity. Math skills predict future math and reading success.
Symbols: A symbol stands for something else. Make-believe helps. Teachers can use descriptive words and play descriptive games.
Spatial Relationship Develops early Adults can help by allowing children to locate things at home at school and at the store.
Time Complicated: time as the present, time as a continuum, and time as a sequence of events. Clocks, calendars, sequence of daily events. Teach to anticipate future events and plan accordingly.
Considerations Education is exploration. Children's thinking is different from adults and should be valued. Integrated curriculum approach.
Curriculum Planning for Cognitive Development Indoor, Art, Blocks, Dramatic play, Language/library, Manipulatives, Math, Science/engineering, Outdoor.
Daily Schedules Routine activities can offer opportunities for cognitive development.
Focus on Skills Observe children first. Identify a particular skill needed. List the processes concepts, and vocabulary involved. Model. Ex: Questioning.
Computers in the Classroom Children love computers and they provide a positive learning experience.
Developmentally Appropriate Software Experience concrete objects first.
The Internet Information, Communication, Interaction, Publication.
Integrating Technology into Learning Children need specific skills. Can be used to assess children. Can be a powerful learning tool.
Created by: user-2010942
 

 



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