PCD

1. PCD Objective 6.02 Understand the cognitive and moral development of children ages 3-6.

2. Theories of Cognitive Development • What does Cognitive really mean? • Intellectual thinking • Using your brain • Logical thinking • Using commonsense

3. What is a Theory? • Speculation • Hypothesis • Guess • Assumption http://www.debunking911.com/hypothesis.gif

4. What is a Theorist? • Philosopher • Truth-seeker • Thinker • Academic • Dreamer http://www.math.hmc.edu/~tucker/math104/graphics/thinking-cap.gif

5. Why do we need to learn about Theories? • We study Child Development Theorist • Because they studied how children learn, grow, and play • We study children • Therefore we will learn about what these theorist believe to be TRUE about children’s developmental growth • To help us better understand CHILDREN!!!

6. What Child Developmental Theorist do we study? • Howard Gardner • 8 Multiple Intelligences • Jean Piaget • 4 stages of development • Lev Vygotsky • Learning is social based • Maria Montessori • Children learn thru using the 5 senses, hands-on • Kohlberg • Moral Development-6 stages • Bronfenbrenner • Moral Orientation (direction)-5 stages

7. Can you guess each theorist? 6 4 2 1. Piaget 2. Maria Montessori 3. Kohlberg 4. Bronfenbrenner 5. Vygotsky 6. Gardner 5 3 1

8. Howard Gardner • Theory: • 8 Multiple (many) Intelligences (way you think and learn) • Linguistic intelligence • sensitive to and able to easily understand and use language • Logical-mathematical intelligence • able to easily perform math operations and scientific thinking • Spatial intelligence • able to easily interpret and construct three-dimensional forms in space • Musical intelligence • recognize and learn musical rhythms, beats, and patterns easily • Bodily-kinesthetic intelligence • use mind to coordinate body movements • Interpersonal intelligence • understand the intentions, desires and motivations of others • Intrapersonal intelligence • understand oneself, including fears, hopes, and motivations • Naturalist intelligence • drawing from the environment, from nature

9. http://anglais.edunet.tn/projects/perso_site/skhlifi/articles/seminar_dec2005_fichiers/8intel.jpghttp://anglais.edunet.tn/projects/perso_site/skhlifi/articles/seminar_dec2005_fichiers/8intel.jpg

10. Jean Piaget • He has 4 stages • We discussed his 1st stage when we learned about Infants • Sensorimotor--Infant’s learn from their 5 senses and moving • Ages 2-7=Preoperational Period • Theory: Child think in terms of their own activities and what they perceive at the moment. • Make-believe play • Imitate real life situations • Use of symbols • Objects and words can be symbols • Egocentric viewpoint • View world in terms of their own thoughts and feelings • Limited focus • Make decisions based on own perceptions

11. Lev Vygotsky’s • Theory: Learning is socially based • Parents, teachers and peers promote learning • Children play key roles in their own education • Teachers should collaborate with students rather than lecture • Students should collaborate with each other • Classroom would have tables for teamwork and small group learning

12. Maria Montessori • Theory: Children would learn naturally if placed in a prepared learning environment with the appropriate learning games. • Play games to learn how to write and strengthen muscles of the hands and fingers before writing • Focuses on the development of the senses, language and motor skills with a view to prepare a child’s mind and body for future learning. • Classroom is designed so students can learn by themselves

13. “Learning stations” arranged by subject area • Materials are within reach of children • Teacher allow independence • Never interrupting a student engaged in a task • Using the word “work” instead of “play”helps a child develop a sense of worth

14. Recommendations to support Cognitive Development • Experiences shared with adults form the basis for children’s learning • Talk with children about their world and what they are doing • Ask children questions that help them think about experiences in new ways and focus on process of play • Explanations and suggestions are helpful • Asking child’s advice promotes learning • Trips and activities are important for learning • Helping around the house provides great learning activities

15. Reading • Books provide an opportunity to learn about and understand the world. • Children who enjoy reading will find learning easier and more fun • Reading to children helps them associate reading with fun • The ability to hear phonemes is important (ou in house)---rhyming words help develop phonemes awareness • When reading a familiar book to a child stop and let child fill in sounds • Words that repeat the same sounds are called alliterations and they help develop phonemes • After learning sounds, a child can associate the sound with the letter • Important step in learning to read • Children who are bilingual (Speaks 2 languages) find it easier to learn to read.

16. Introducing Art & Music • Art helps children express their feelings, develop fine motor skills, and express their creativity. • Children should be encouraged to experiment with art materials without being corrected or criticized. • Asking a child about their work helps develop verbal skills. • Playing simple instruments helps develop child’s interest in music. • Children are intrigued by rhythm.

17. Moral Development • Learning & Understanding • Difference between Right Vs. Wrong • Reasons behind rules • Developing a conscience • Principles • Ethics • Different between right and wrong • “Let you conscience be your guide” • Who said this? 5 points extra credit on 6.02 test if you name the character?

18. http://www.energyquest.ca.gov/teachers_resources/images/jiminy_140x143.gifhttp://www.energyquest.ca.gov/teachers_resources/images/jiminy_140x143.gif • Pinocchio's very own Jiminy Cricket sang that song in the movie. • He was reminding Pinocchio to make the right choice’s or his nose would grow very long if he told a lie! • REMEMBER NOW???? 

19. Kohlberg • Theory: Moral Development-6 stages • Right from wrong • Law and order • Egocentric • What is right is what benefits the self • Approval • Individual seeks to do what is right to gain the approval of others • Rules of behavior • Seeks to abide by the law and fulfill his or her duty • The individual better understands the feelings of others and develop a genuine interest in their welfare • Moral maturity • A person must be able to recognize a person’s point of view.

20. Bronfenbrenner • Theory: Moral Orientation (direction)-5 stages • Self-oriented morality • wants to satisfy personal needs and desires • Authority-orientated morality • accepts decisions of authority figures about what’s good and bad • Peer-orientated morality • accepts decisions of peers about what’s right and wrong in order to conform • Collective-oriented morality • places the group’s goals and interests over personal interests • Objectively-oriented morality • accepts universal values without regard to criticism or differing opinions from some individuals

21. Recommendations to Support Moral Development • Set clear standards of behavior • Respond to inappropriate behavior • Talk about mistakes in private • Understand that children will test the limits • Consider the child’s age and abilities • It is a life long task to learn self-discipline • Continue to show love despite behavior • Model moral behavior • Children learn to follow an example • Do not send mixed messages. • Pick up language and speech patterns from others • Learn that others live by different rules • TV, movies, and other media also become role models

22. Cognitive Developmental MilestonesMatching GAME • You will receive a developmental milestone • You will need to decide what age that milestone would fall under • 3 year olds • 4 year olds • 5 year olds • 6 year olds

23. Cognitive Developmental Milestones of Children 3-6

24. PCDSample Test Questions Objective 6.02 Understand the cognitive and moral development of children ages three through six.

25. How are the cognitive characteristics of a three-year-old different from a six-year-old? • Six-year-olds can solve problems; three-year-olds can sort red and blue blocks. • Six-year-olds recognize about 1300 words; three-year-olds recognize 200 words. • Three-year-olds can follow directions with two parts; six-year olds cannot. • Three-year-olds know colors and shapes; six-year-olds do not. Answer = A

26. Which is an example of a preschooler in the preoperational period? Five-year-old Tom: • pushes a box as an imaginary truck. • has to have the approval of his parents. • does not do creative activities. • likes to do what others do. Answer = A

27. Five-year-old Davis enjoys being with his friend Briggs, who likes to do similar things as Davis. Which type of multiple intelligences does this illustrate? • Interpersonal • Intrapersonal • Linguistic • Logical-mathematical Answer = A

28. Any Questions?????????? • The End!!!! • YAH!!!! 