Journal
Entry #1
Christy Dixon
Describe
The
concept that was presented in this chapter (chapter 2) was the different
theories of how children cognitively progress and learn (cognitive
development). This chapter focused on two different psychologists and their
theories of cognitive development.
One of
the psychologists discussed in this chapter was a man by the name of Jean
Piaget. Slavin, R. E. (2012) states that Piaget is known as one of “the most
influential developmental psychologists in the history of psychology. (Flavell,
1996; Wadsworth, 2004.)” Slavin also says that “Piaget’s theory of cognitive
development proposes that a child’s intellect, or cognitive ability, progresses
through four distinct stages. Each stage is characterized by the emergence of
new abilities and ways of processing information.” Slavin R.E. (2012).
The first
stage is called Sensorimotor. This includes children from birth to 2 years of
age. The second stage is Preoperational. The Preoperational stage includes kids
age 2 to 7 years old. The third stage is called the Concrete Operational stage.
This stage includes kids from 7 years old to 11 years old. The fourth and final
stage that Piaget discusses is the Formal Operational stage. This stage
includes ages 11 to adulthood. In each of the four stages, children
progress in different ways. Piaget believes that “people adjust their schemes
for dealing with the world, through assimilation and accommodation.” Slavin
R.E. (2012). This process happens as children progress through each
stage.
As most
theories, Piaget’s theory has its critics who do not fully agree with his way
of thinking. Due to some of these criticisms, revisions have been made to
Piaget’s theory. One such revision is known as the Neo-Piagetian view of
development. This view is very similar to the original theory; however, it
focuses more on the task hand rather than the age factors.
The
second psychologist discussed in this chapter was Lev Semionovich Vygotsky. “In
contrast to Piaget, Vygotsky proposed that cognitive development is strongly
linked to the input of others. Like Piaget, however, Vygotsky believed that the
acquisition of sign systems occurs in an invariant sequence of steps that is
the same for all children.” Slavin R.E. (2012). He believed that learning came
before development, not the other way around.
Vygotsky
theorized that you should teach just above the ability of the student, within
that student’s zone of proximal development. With help, such as scaffolding from
peers or instructors, the student could grasp the concept being taught and
then, with practice, the student could do it on their own. Vygotsky was a
believer of cooperative learning (where students work with their peers to
further their knowledge).
Analyze
From the
time we are born, we begin to take in the world around us. We try our best to
make sense of it all.
As an
educator, it’s important that we help guide our students as they discover new
things and make connections with the world around them. I liked how the class
discussion made me think about the level at which my students’ cognitive
abilities are developing. It also made me think about my style of teaching
within my classroom. For example, the discussion question had me think of how to
deliver a new science concept to both 2nd graders and 8th graders.
This really hit home, considering I am currently a 4th grade a
science teacher. It made me evaluate my style of teaching.
During
the discussion with my group, Erin made a great point. She said that "Teachers
should introduce topics in manners that are appropriate to students’ cognitive
abilities; if students are unable to reason through a problem because it
requires abstract thinking that they are not capable of, both the students and
the teacher will become frustrated. However, if the teacher takes into account
the students’ stages of cognitive development when preparing lessons, he or she
will be much more successful." In my years of teaching I have found this
to be true; especially in the subject of science. Erin gave a great example about allowing 2nd graders to work hands on with magnets.
I have taught 2nd grade before and I have found that hands on activities
truly help the students make connections and retain the information learned.
Megan
also gave some great examples about allowing concrete operational stage
students to use familiar objects to discover laws of force and motion. She said
"When educating students on balancing
forces, it was important to show the students the concept instead of simply
tell them about it." I also teach force and motion each year
and I have found when teaching about inertia, it is difficult for my students
to grasp this concept until I allow them to actually feel the effects of
inertia. I find that I must tie it to something that they understand before
they can make that connection.
Reflect
After
reading the entire chapter, I found myself thinking about my belief of
cognitive development. Where do I stand? Which one of these theories effect the
way I teach the most? I see aspects from both theorists within the way I
deliver content in my classroom. Vygotsky and Piaget both have their good
points and gaps; however, if I had to pick one; I would have to say that I tend
to agree more with Mr. Vygotsky.
I like to
present the information first, model what is expected and then scaffold the
students until they can be successful on their own. I agree with cooperative
learning because I have found that it can be beneficial to allow students to
work in pairs/groups based on the right criteria. Listening to the students’
self-talk during the process allows me to have a greater insight to how those
students are processing the information.
On the
other hand, I also find myself allowing my students to make discoveries on
their own; especially during science experiments. I believe this is important
to do from time to time, but not ALL the time.
So, how
does knowledge of these theories make me a better teacher? Well, effective
teachers are “intentional” teachers. These intentional teachers (as we learned
in chapter 1) never stop learning. The more I can understand about the way my
students learn, the better I will be able to meet their needs in education.
Therefore, it is of great importance to study these different theories.
Works Cited
Slavin,
R.E. (2012) Educational
Psychology: Theory and practice (10th ed.) Boston, MA:
Pearson
Class
Discussion Week 2
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