Piaget & Concrete Piaget & Concrete OperationsOperations

Ages 7 – 12 YearsAges 7 – 12 YearsApplies logical operations to concrete problemsApplies logical operations to concrete problems

Uses cognitive & logical processes to answer questions; appearance isn’t an Uses cognitive & logical processes to answer questions; appearance isn’t an influenceinfluence

Decentering: the ability to take in many aspects of a situation at a timeDecentering: the ability to take in many aspects of a situation at a time

Still remains tied to the concrete & physical, not understanding the abstract or Still remains tied to the concrete & physical, not understanding the abstract or hypothetical or formal logichypothetical or formal logic

Criticisms of PiagetCriticisms of PiagetHe was successful in describing cognitive developmentHe was successful in describing cognitive development

He underestimated children’s capabilitiesHe underestimated children’s capabilities

His theories don’t apply cross-culturallyHis theories don’t apply cross-culturally

Information Information ProcessingProcessing

Limitations in Limitations in ProcessingProcessingSize of memory is based on Size of memory is based on experienceexperience

MemoryMemoryThe ability to encode, store, & The ability to encode, store, & retrieve informationretrieve informationEncoding records information Encoding records information into a useable forminto a useable formStoring places it into a Storing places it into a memory systemmemory systemRetrieving brings it into Retrieving brings it into awarenessawareness

MetamemoryMetamemoryAn understanding about the An understanding about the processes that underlie memory processes that underlie memory that emerges & improves during that emerges & improves during middle childhoodmiddle childhood

Control Control StrategiesStrategiesConscious, intentionally used Conscious, intentionally used tactics to improve cognitive tactics to improve cognitive processingprocessingStrategies for remembering Strategies for remembering include rehearsal, include rehearsal, organization, linking, etc.organization, linking, etc.

VygotskyVygotskyZone of Proximal DevelopmentZone of Proximal DevelopmentThe level at which a child can almost The level at which a child can almost understand or perform unassistedunderstand or perform unassisted

The focus of education The focus of education should should be on interaction with othersbe on interaction with others

Cooperative LearningCooperative LearningChildren work together in groups to Children work together in groups to achieve a common goalachieve a common goal

Reciprocal TeachingReciprocal TeachingTechnique to teach reading Technique to teach reading comprehensioncomprehension

Skim a passageSkim a passageQuestion the central pointQuestion the central pointPredict what will happenPredict what will happen

Mechanics of Mechanics of LanguageLanguage

SyntaxSyntaxRules of how words & phrases can be combined Rules of how words & phrases can be combined to form sentencesto form sentences

PragmaticsPragmaticsRules governing the use of language to Rules governing the use of language to communicate in a social settingcommunicate in a social setting

Metalinguistic AwarenessMetalinguistic AwarenessThe understanding of one’s own use of languageThe understanding of one’s own use of language

BilingualismBilingualismUse of more than one languageUse of more than one language

Language Language DevelopmentDevelopment

Vocabulary IncreaseVocabulary IncreaseThe average 6-year old has a The average 6-year old has a vocabulary of 8,000 – 14,000 words; vocabulary of 8,000 – 14,000 words; the 9 – 11-year old around 5,000 more the 9 – 11-year old around 5,000 more wordswords

Language & Self-controlLanguage & Self-control““Self-talk” helps regulate Self-talk” helps regulate personal behaviorpersonal behaviorSelf-control increases with Self-control increases with linguistic capabilitylinguistic capability

BilingualismBilingualismBilingual instruction helps Bilingual instruction helps students develop a strong students develop a strong foundation in basic subject areas foundation in basic subject areas using their native languageusing their native languageThe ultimate goal is to shift to English The ultimate goal is to shift to English only instructiononly instruction

SchoolingSchoolingPrimary Schools in U.S. Primary Schools in U.S. are a Right & are a Right & RequirementRequirementAround the world 160 million children Around the world 160 million children don’t have access to even a primary don’t have access to even a primary educationeducationAnother 100 million don’t progress Another 100 million don’t progress beyond the elementary levelbeyond the elementary levelClose to 1 billion are illiterateClose to 1 billion are illiterate

Readiness for SchoolReadiness for SchoolDelay of entry isn’t necessarily an Delay of entry isn’t necessarily an advantageadvantageAge may not be the critical factorAge may not be the critical factor

Reading Reading StagesStagesStage 0 (Birth – 1Stage 0 (Birth – 1stst

GradeGradeLearning the essential prerequisites for readingLearning the essential prerequisites for reading

Stage 1 (1Stage 1 (1stst & 2 & 2ndnd Grade)Grade)Phonological recoding skillsPhonological recoding skills

Stage 2 (2Stage 2 (2ndnd & 3 & 3rdrd Grade)Grade)Reading aloud with fluencyReading aloud with fluency

Stage 3 (4Stage 3 (4thth – 8 – 8thth Grades)Grades)Reading becomes a way to learnReading becomes a way to learn

Stage 4Stage 4Have the ability to read & process information Have the ability to read & process information reflecting multiple points of viewreflecting multiple points of view

Teaching Teaching ReadingReadingCode-based Code-based

ApproachApproachReading should be taught by Reading should be taught by presenting the basic skills presenting the basic skills that underlie readingthat underlie readingPhonics, & how letters & Phonics, & how letters & sounds are combined to sounds are combined to make wordsmake words

Whole-language Whole-language ApproachApproachReading is a natural process, Reading is a natural process, similar to the acquisition of similar to the acquisition of oral languageoral languageLearning to read is through Learning to read is through the exposure to complete the exposure to complete writingwriting

Multicultural Multicultural EducationEducation

CultureCultureSet of behaviors, beliefs, values, & expectations shared by members of a particular societySet of behaviors, beliefs, values, & expectations shared by members of a particular society

SubcultureSubcultureGroups within a larger cultureGroups within a larger culture

Multicultural EducationMulticultural EducationForm of education with the goal of helping minority students develop competence in the culture of the Form of education with the goal of helping minority students develop competence in the culture of the majority group while maintaining positive group identities built on their original culturesmajority group while maintaining positive group identities built on their original cultures

Cultural Assimilation ModelCultural Assimilation ModelThe goal of education is to assimilate individual cultural identities into a unique, unified American cultureThe goal of education is to assimilate individual cultural identities into a unique, unified American culture

Pluralistic Society ModelPluralistic Society ModelAmerican society is made up of diverse, coequal cultural groups that should preserve their individual American society is made up of diverse, coequal cultural groups that should preserve their individual cultural featurescultural features

Bicultural IdentityBicultural IdentityMaintaining of an original cultural identity while integrating into the dominant cultureMaintaining of an original cultural identity while integrating into the dominant culture

DiversityDiversityObjective of Objective of EducationEducationProvide a formal mechanism to Provide a formal mechanism to transmit the information a society transmit the information a society deems importantdeems important

The presence of students from diverse The presence of students from diverse cultures enriches the educational cultures enriches the educational experience of all studentsexperience of all students

The public doesn’t always agree with The public doesn’t always agree with bicultural approaches to educationbicultural approaches to education

Educational Educational AffectsAffects

Emotional IntelligenceEmotional IntelligenceSet of skills that underlie the accurate Set of skills that underlie the accurate assessment, evaluation, expression, & assessment, evaluation, expression, & regulation of emotionsregulation of emotionsTeaching how to handle emotional situationsTeaching how to handle emotional situations

Teacher Expectancy Teacher Expectancy EffectEffectTeacher’s expectations about a particular child Teacher’s expectations about a particular child or class brings about the expected behavioror class brings about the expected behavior

Self-fulfilling Self-fulfilling ProphecyProphecyA person’s expectations are capable of A person’s expectations are capable of producing a particular outcomeproducing a particular outcome

Home Home SchoolingSchoolingReasonsReasons

Some parents feel 1-on-1 attention Some parents feel 1-on-1 attention is better, others are dissatisfied is better, others are dissatisfied with schools, others it is religious with schools, others it is religious or culturalor culturalHomeschooled generally do as well Homeschooled generally do as well on standardized testson standardized testsAcceptance into college seems no Acceptance into college seems no different than traditional schoolsdifferent than traditional schoolsMost who homeschool are more Most who homeschool are more affluentaffluentDrawbacks: no social interaction, Drawbacks: no social interaction, no experience with diverse no experience with diverse population, most parents are not population, most parents are not trained teacherstrained teachers

I.Q. TestsI.Q. TestsIntelligenceIntelligenceThe capacity to understand the world, The capacity to understand the world, think rationally, & use resources think rationally, & use resources effectively when challengedeffectively when challenged

Mental AgeMental AgeThe age of children taking the test who, on The age of children taking the test who, on average, achieved that scoreaverage, achieved that score

Chronological Chronological AgeAgeCalendar ageCalendar age

Intelligence Intelligence QuotientQuotientMental age divided by chronological age X 100Mental age divided by chronological age X 100

I.Q. TestsI.Q. TestsBinet’s TestBinet’s TestDefined intelligence as that which his Defined intelligence as that which his test measuredtest measuredReasonable indicator of school Reasonable indicator of school performanceperformance

Stanford-BinetStanford-BinetAdministered orally, taker progresses Administered orally, taker progresses until unable to go onuntil unable to go on

WechslerWechslerAllows for identification of specific Allows for identification of specific problemsproblems

Kaufman Kaufman Assessment Assessment BatteryBatteryAllows the administrator to assist Allows the administrator to assist in the taker’s performancein the taker’s performance

What IQ Tests TellWhat IQ Tests TellReasonably good predicting Reasonably good predicting school performanceschool performanceNot good at predicting income Not good at predicting income or future successor future success

Alternative Views of Alternative Views of IntelligenceIntelligence

Fluid IntelligenceFluid IntelligenceThe ability to deal with new problems & situationsThe ability to deal with new problems & situations

Crystallized IntelligenceCrystallized IntelligenceAccumulation of information, skills, reasoning, & memory learned through Accumulation of information, skills, reasoning, & memory learned through experience that can be applied to problem-solvingexperience that can be applied to problem-solving

Gardner’s 8 IntelligencesGardner’s 8 IntelligencesMusical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, & naturalisticinterpersonal, intrapersonal, & naturalistic

Alternative Views of Alternative Views of IntelligenceIntelligence

VygotskyVygotskyIntelligence is assessed by looking at how well an individual performs Intelligence is assessed by looking at how well an individual performs alone and with helpalone and with help

SternbergSternbergIntelligence is seen in the way people store information & use it laterIntelligence is seen in the way people store information & use it later3 aspects of memory:3 aspects of memory:

Componential element: reflects how efficiently people can Componential element: reflects how efficiently people can process & process & analyze informationanalyze information

Experiential element: is the insightful use of component Experiential element: is the insightful use of component intelligenceintelligence

Contextual element: concerns ways of dealing with the demands Contextual element: concerns ways of dealing with the demands of the of the environmentenvironmentRacial differences?Racial differences?

Below the Below the NormNorm

Mental RetardationMental RetardationDisability characterized Disability characterized by significant limitations by significant limitations both in intellectual both in intellectual functioning & adaptive functioning & adaptive behavior involving behavior involving conceptual, social, & conceptual, social, & practical adaptive skillspractical adaptive skills1% - 3% of school-age 1% - 3% of school-age students are considered students are considered mentally retardedmentally retarded

Estimates vary Estimates vary because because of the of the accepted accepted definition of definition of mental mental retardationretardation

Below the Below the NormNorm

Mild RetardationMild RetardationScores in the range of 50 Scores in the range of 50 or 55 to 70 on IQ testsor 55 to 70 on IQ testsCan reach the 3Can reach the 3rdrd to 6 to 6thth grade levelgrade levelAbout 90% of retardationAbout 90% of retardation

Moderate Moderate RetardationRetardationScores in the range of 35 Scores in the range of 35 or 40 to 50 or 55 on IQ or 40 to 50 or 55 on IQ teststestsUnable to progress Unable to progress beyond a 2beyond a 2ndnd grade level grade level5% - 10% of the retarded5% - 10% of the retarded

Severe RetardationSevere RetardationScores range from around Scores range from around 20 or 25 to 35 or 40 on IQ 20 or 25 to 35 or 40 on IQ teststestsA small number of A small number of retardedretarded

Profound Profound RetardationRetardationScores are below 20 or 24 Scores are below 20 or 24 on IQ testson IQ testsUsually have little or no Usually have little or no speech, poor motor speech, poor motor control, but may learn control, but may learn basic self-care skillsbasic self-care skills

Above the Above the NormNorm

Talented or GiftedTalented or GiftedChildren who give Children who give evidence of high-evidence of high-performance capability in performance capability in areas such as intellectual, areas such as intellectual, creative, artistic, creative, artistic, leadership, or specific leadership, or specific academic fields & who academic fields & who require services or require services or activities not ordinarily activities not ordinarily provided by the school in provided by the school in order to fully develop order to fully develop such capabilitiessuch capabilities

3% - 5% of the population3% - 5% of the population

Educating the Educating the GiftedGifted

Acceleration ProgramsAcceleration ProgramsAllows the gifted student Allows the gifted student to move ahead at their to move ahead at their own pace, even if it own pace, even if it means skipping to higher means skipping to higher gradesgradesAcceleration programs Acceleration programs are very effectiveare very effective

Enrichment ProgramsEnrichment ProgramsStudents are kept at their Students are kept at their grade level but enrolled grade level but enrolled in special programs & in special programs & given individual activities given individual activities to allow greater depth of to allow greater depth of study on a given topicstudy on a given topic