EDPE 300 Chapter Notes - Chapter 2: Validity, Egocentrism, Object Permanence
15 Sep 2012
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Different children develop at different rates: generally timing known, knowing general capabilities helps design curriculum & instructional strategies for teaching. Periods of relatively rapid growth (spurts) may appear between periods of slower growth (plateaus: development isn"t at a constant rate. Effects of prior knowledge and experience: ability to think logically about situation/topic depends on knowledge & experiences. Lev vygotsky attempted to describe & explain children"s cognitive development in 1920s & 1930s. Piaget = cognitive development largely an individual enterprise. Current perspectives on vygotsky"s theory said little about specific characteristics children at certain ages exhibit. Modelling: teacher performs task & thinks aloud; student observes & listens coaching: student performs task as teacher gives suggestions/hints/feedback. Articulation: student explains actions & why allowing teacher to examine knowledge/ reasoning/problem solving strategies reflection: teacher asks student to compare performance with experts increasing complexity & diversity of tasks: as proficiency increases, so do tasks. Exploration: student encouraged to frame questions/problems on own.
