Developing Children’s Cognitive Readiness in Literacy

What is cognitive development?

How do we develop literacy?

Prepared byDr. Carla Piper

What is Cognitive Development?

The process of learning to think and reason

How do children develop thinking skills? Actively explore their world Try out new ideas Observe what happens

Jean Piaget The Study of Knowledge and

Development Three Types of Knowledge

Physical Social Logical

1896 - 1980

Cognition

Creativity

Piaget Quotes

Equilibrium - balance between the structure of the mind and the environment

"The principle goal of education is to create men [women] who are capable of doing new things, not simply of repeating what other generations have done – men [women] who are creative, inventive and discoverers.“ 

Developmental Concept Learning

Assimilation – what makes sense in child’s environment

Accommodation – new in context with known

Adaptation – adjusts to the environment and learns the consequences of specific actions

Organization – integrates schemata and develop more complex logic

Sensorimotor Stage

Birth to two Objects exist outside of their visual field

- object permanence Learn strictly through sensory

experience within their environment -

Pre-operational Stage Ages 2 - 7 Period of Language Development Egocentrism - only see self

perceptions Categorize by single obvious

feature

Concrete Operational Stage

Ages 7 – 12 Develop ability to handle complex

logic and make comparisons Hypothesize and reason ONLY

about things they’ve experienced themselves

Formal Operational Stage

Age 12 – Adult Abstract thinking ability Offer interpretations and draw

conclusions Formulate hypotheses

Piagetian Stages

From http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

Lev Vygotsky

Advocate of preschool programs that meet the needs of the whole child

Children need to acquire a set of fundamental competencies that shape their minds for further learning: Cognitive Linguistic Social-emotional

Lifelong process of development dependent on social interaction with adults and peers

1896-1934

Explicit Instruction Skills for preschoolers need explicit instruction:

Oral language Deliberate memory Focused attention Self regulation

Preschool thinking is reactive – immediate response to what children see and feel

Preschoolers ability to learn depends on: repetition or an experience that is personally meaningful

Bodrova and Leong, 2005

Vygotsky

Goals of Preschool Education Children move from reactive thinking to

the ability to think before they act. Children are able to reflect and draw on

past experience to engage in thoughtful behaviors.

Bodrova and Leong, 2005

Vygotsky

“Children who do not develop the ability to regulate their attention and

their behavior before they enter kindergarten face a higher risk of

falling behind academically.”

Changes in cognitive skills are related to intellectual growth and age

Child’s behavior not just result of external stimuli – but also internal stimuli

Social learning actually leads to cognitive development

Individual differences in children should be recognized and addressed

Cognitive Development

Lev Vygotsky’s Theories

Children learn best through social interactions with children and adults

Adults provide mental scaffolding Give children a framework for understanding Gives children support so they can use their

own cognitive skills Adults are guides or facilitators who help

children understand their world

Fostering Cognitive Growth

What do children need? Self-confidence and skills to explore their world To try out new ideas To make mistakes To solve problems on their own Take on new challenges

What can the teacher do? Build on child’s natural curiosity Create an environment for exploration Ask questions and talk with children Give children a chance to construct their own

knowledge

A Child’s First Three Years

Provide children with opportunities to use all of their senses to explore the environment.

Allow children to see how things work Build on children’s natural curiosity Help them feel good about expressing ideas

and solving problems on their own. Help them develop new concepts and acquire

thinking skills

Learn through everyday experiences Think through daily routines Explore through mouthing, dropping,

banging, squeezing, etc. Learn “object permanence” – Object

exists even when it’s out of sight Begin to understand cause and effect Learn how to use one object to get

another

Infants

Toddlers

Learning all the time! As they develop, the same experiences take

on new meanings Just beginning to understand how things and

events relate to each other – in, out, under Think concretely and understand words very

literally Can anticipate what will happen next and

learn order in daily routines and schedules Beginning to understand cause and effect.

Active participants in the learning process Like detectives – trying to make sense of their

experiences Constructivism

Learning takes place within the child Child’s mind is not an empty slate that we fill

with knowledge Children construct their own knowledge They apply what they already know Actively explore through the senses Build on prior experiences

Preschool Children

How do Preschool Children Learn?

Interact and teach each other Playing with water Building with blocks Finger painting Engaging in dramatic play Talking and sharing information Giving advice and correcting one another

Learn by doing – not by sitting and listening Learn by observing, hearing, and putting their

own ideas into word

Learning through play!

Functional play Examine physical properties of materials and objects Handling, experimenting, observing, etc.

Constructive play Use materials to create a representation of something Build a farm with blocks, paint a picture, make

something Socio-dramatic play

Make believe and pretend Re-enact experiences, use props, role play

Games with rules Board games or active games Learn to understand rules and control their behavior

Constantly Asking Questions

Why? Want to know the purpose of things. “Why does a car need gas?”

What? Want to learn the name of things. “What is that and what do you do with it?”

How? Want to understand processes and

relationships. “How does that work?”

Learning Language

Need to be able to communicate To understand the world To function in the world

Language unites people Talking and Listening Literacy – reading and writing Literature – the art form that uses

language

Learning Language

Significant accomplishment of early childhood

All children learn language in all cultures at about the same time

“Caught, not taught!” Language is tool:

Communication Self Expression Learning

Goal of Communication Curriculum

Help children become enthusiastic and competent users of spoken and written language

Foster children’s natural desire, ability, and pleasure in communication

The Educator’s Job

Provide relationships full of language Speak honestly and respectfully Listen attentively Use language

To mediate problems Communicate information Share feelings and ideas Demonstrate usefulness and value of

oral language

Value of Written Language

Demonstrate to children the value Write a note Prepare a grocery list Read a recipe Read a story, poem, book

Demonstrate value of good literature Read well-written books Help children appreciate all kinds of

literature

Learn Customs from Home

Learn to select speech for the setting and the people

Learn to use nonverbal features in communication Body position Gestures Facial expression Intonation in speaking Need to be sensitive to cultural customs –

some cultures do not use eye contact

Developmental Stages Children learn complex structure, rules, and

meanings of language Normal development - develop ability to

create speech Taught through “language-rich”

relationships Learn through conversations Learn through play Learn through planned activities

• Games, stories, songs, rhymes• Taught through structured group activities

ConversationsHow to talk to children:

Allow children to express ideas, tell about things they know

Help children make sense of their experiences

Allow children to take the lead Follow their topics and show interest Encourage them to continue the

conversation Allow time for them to speak and respond Limit questioning (may seem like a test) Be patient

Literacy Interconnected processes of reading and

writing Emergent literacy

Evolving process by which children become literate

Between birth and when the children reads and writes in conventional ways

Literacy begins at birth – experiences in infancy with language, books, reading

Foster awareness of print-filled world Foundations start long before child learns to

read

Children’s Defense Fund Report

The State of America’s Yearbook - 1999

40% of nation’s fourth graders could not read at a basic level

A child who can’t read well by 3rd grade is seriously disadvantaged

Early childhood experiences are critical

Curriculum for Literacy Must be individualized Include experience with books Each child needs to be read to Even the youngest children must have

books and words throughout their environment

Stimulate interest in children Point to print Retell story Discuss meanings of signs and labels Write child’s name

Concepts About Print

Comment on print by pointing out words, punctuation, parts of a book

Do silly things – turn it upside down and discuss why it can’t be read

Label shelves, containers, puzzles, games, charts, posters

Have permanent and temporary classroom signs

More Concepts About Print Encourage children to write or dictate

stories that they can illustrate and bind Provide time and accept “free” writing,

including scribble-writing or pretend writing

Keep favorite books in classroom Reread favorite stories Read so child can see the print Read individually as well as for the group Allow child to turn the pages

Literature

Children experience both language and art

Children learn about the world and relationships

Provides information Motivates exploration, creativity, and

a concern for others Stimulates a love of reading

Classroom Books Need a variety of different kinds of books Create a sense of adventure with new

books All books must respect childhood and

children’s lives Fiction

Should create memorable, believable characters

Give an illusion of reality in time and place Plot encourages children to understand

reasons behind events

Fiction Fantasy – Rules remain true for the story Folklore

Themes and questions have universal appeal Universal similarity – magic, good and evil, joy

and sorrow, origins of the world, people and animals

Realistic fiction Affectionate, unsentimental voice Make all children feel included Support appreciation of common humanity Provide range of diverse characters

Books Informational books

Broaden children’s understanding Must be accurate Illustrations convey more than words alone

Mood and concept books Sensitize children to ideas, feelings, and

awareness Include wordless books Organizing concepts – alphabet books Provide a sense of joy and wonder in the world

Poetry Natural response to rhythm and

rhyme Nursery rhymes Present mood and melody in

language Help children develop sensitivity to

language Collections of rhymes and poems

belong in every program

Literature-Rich Environment

Extensive collection of high quality books

Books presented in ways that connect – “friendship”

Time and space provided for children to interact with books

Daily story reading important part of schedule

Learn to read to children with skill and responsiveness

Criteria for Good Literature Shows respect for the reader Not condescending or stereotyped Has integrity – honesty and truthfulness

within the story Uses aesthetic language Helps the reader understand and feel more

deeply Teaches by example (not preach) Has illustrations

Enhance and enlarge the text Show craftsmanship

Suggestions for Reading to a Group of Young Children

Practice in front of a mirror Sit on low stool so children can see Make sure children are settled before

you begin Focus children’s attention through

fingerplays, looking at the cover of the book, reading title and author

Read in natural tone of voice Match your tempo, volume, pauses,

and facial expressions to the content of the story

More Suggestions Try adding different voices for different

characters Regularly look at the children and read their

body language to see if they are interested Don’t interrupt the story by asking lots of

questions Quit while you’re ahead (only read one or

two stories at a time) If children aren’t paying attention, try

making a comment or asking a question to focus interest

Resources Who am I in the Lives of Children?

Feeny, Christensen, Moravcik Pages 310-314

Teaching Strategies Caring for Infants and Toddlers Caring for Preschool Children - from CDA Module Five

(1999 & 2000) Developmental Websites

NNCC Child Development Charts Developmental Sequence

Educational Leadership Bodrova and Leong, 2005 September 2005: The Whole Child