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The Cognitive Domain

The Cognitive Domain. Chapter 11 . Remember Brain Development. http://www.zerotothree.org/site/PageServer?pagename=ter_key_brain_quiz. Logical Mathematical knowledge. Relations between objects, and phenomena deriving from observation

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The Cognitive Domain

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  1. The Cognitive Domain Chapter 11

  2. Remember Brain Development • http://www.zerotothree.org/site/PageServer?pagename=ter_key_brain_quiz

  3. Logical Mathematical knowledge • Relations between objects, and phenomena deriving from observation • Developing a logical organization to deal more effectively with incoming knowledge including matching, classifying, patterning, seriating, numbering, using space, topological, inclusion, exclusion and time

  4. Physical Knowledge • Observable attributes of objects and physical phenomena: size, color, shape, weight, texture, tendencies under varying conditions,

  5. Representational Knowledge • Imaginative expression of symbolic thought that represents the child’s mental world • Manipulation of images art, symbols, and language to stand for objects, events and concepts • Competence in restructuring an experience in another way through symbolic representation

  6. Social conventional knowledge • Cultural and social conventions, rules and viewpoints transmitted to children by family, society, school and peers to guide behavior related to other individuals, institution and the use of goods and services,

  7. Metacognition • Proficient strategies for monitoring your thinking processes • Development of skills needed for critical and fair thinking, mental flexibility, organization of their ideas and application of the many essential components of learning.

  8. Emphasis of Cognitive Domain • Skill based planning that helps children develop main cognitive and psychomotor skills, language skills, and process thinking skills. • These skills help children CONSTRUCT their own knowledge!!!!

  9. Science • Process of finding out and a system for discovering and reporting discoveries.

  10. Essentials of Inquiry • Assists in the understanding of science concepts • Helps the students “know what we know” • Develops an understanding of the nature of science • Skills necessary for the independent inquirers • Develops the disposition to think and apply

  11. Importance of Math Skills • More flexibility of thinking skills • Detect patterns • Form concepts

  12. Counting Principles • One to one principle • Stable order principle • Cardinal principal • Abstraction principle • Order irrelevance principle

  13. One to One Principle • Using one and only one number name for each item counted

  14. Stable Order Principle • Using the number names in a stable order, such as “one, two, three..” even though the order may be unconventional such as ‘six, eleven, thirteen”

  15. The cardinal Principle • Using the last number name spoken to describe the number of objects in the set, “one, two, three” three snakes

  16. The Abstraction Principle • Counting part of a mixed set of items, for example counting the red blocks in a building made of multicolored blocks

  17. The Order Irrelevance Principle • Recognizing the a the order in which objects is irrelevant, Six balls are always six no matter which one you count first.

  18. Drawbacks of Worksheets • Child has no ownership to worksheet • Confined by layout • Closed questions and only one answers • Do not tell what the child can do but oftern what they cannot do • Children get bewildered in finding the sense in a workshop

  19. Continued drawbacks • The match of worksheet to child is difficult and child is often below their level • Worksheets are very often not teaching what they are thought to be teaching! Do they color longer than figure out how many there are????

  20. Teaching Strategies • Encourage intellectual autonomy when expanding children’s general cognitive skills.

  21. Develop children’s ability to move out of a comfort zone with respect to inaccurate concepts • Hypothetical thinking • Reversal • Application of different symbol systems • Analogy • Analysis of point of view • Completion • Use of graphic organizers

  22. Place more emphasis on children's understanding of the concepts than on rote learning

  23. Integrate science and mathematical concepts and skills throughout all areas of the early childhood curriculum

  24. Extend children’s science and mathematical vocabulary

  25. Use everyday experiences in the classroom to help children connect science and mathematics to daily living and see it as useful and necessary

  26. Develop positive learning attitudes and practices in the classroom

  27. Use collections as a way to extend and assess children’s ability to categorize, classify and display information.

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