How A Young Child Thinks
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  • Introduce ourselves, today we are going to speak with you about How a Young Child Thinks

How A Young Child Thinks Presentation Transcript

  • 1. How a Young Child Thinks By: Janet Anthony And Becky Wittig
  • 2. For Primary Students:
    • Learning
    • must be
    • EXPERIENCED
  • 3. Tell me,
    • I FORGET
    • SHOW ME,
    • I REMEMBER
    • Involve me,
    • I UNDERSTAND
    Ancient Chinese proverb often quoted by educators
  • 4. Developmental Stages of Learning
    • CONCEPT LEVEL (concrete)
    • Understanding relationships as represented by different concrete materials.
    • CONNECTING LEVEL(semi-concrete)
    • Link understanding to traditional symbols.
    • SYMBOLIC LEVEL (abstraction)
    • Ability to EXPRESS thinking through handwritten work.
  • 5. Jean Piaget
    • Renowned Swiss biologist and psychologist
    • Constructed a highly influential model of child development and learning
    • Believed children build mental maps in response to physical experience within his or her environment
  • 6.
    • Piaget’s Theory of Child Development
    • Sensorimotor - (birth to 2 years) Child thinks with their eyes, ears, and hands. Cognitive system is limited to motor reflexes at birth, but the child builds on these reflexes.
    • Preoperational - (2 years to 7 years) Child acquires skills in the area of mental imagery and language. He or she is very egocentric. The child cannot yet think abstractly and needs concrete physical situations .
  • 7. Piaget’s Theory of Development
      • ● Concrete operational (7 years to 11 years) As physical experience accumulates, the child starts to create logical structures that explain his or her physical experiences.
    • ● Formal operational (11 years and up) Child is capable of thinking logically and abstractly.
  • 8.
    • ADULTS:
    • Analyze
    • “I remember what I read”
    • “I remember what I heard”
    CHILDREN: Experience “ I remember what I did” “ I remember what I saw”
  • 9. PRESENT 1 CONCEPT AT A TIME
    • The fewer the pieces of new information
    • there are to manage
    • The easier it is
    • to learn
  • 10.
    • PUTTING TOGETHER
    • IS EASIER
    • than TAKING APART
    • adding
    • IS EASIER
    • than subtracting
    • multiplying
    • IS EASIER
    • than dividing
  • 11. Musical connections:
    • Appropriate to
    S L O W things down at the beginning
  • 12. REMEMBERING INFORMATION
    • THE MORE SEPARATE PIECES THERE ARE
    • the greater the chance of dropping
    • 1 or 2 pieces without realizing it
  • 13. INFORMATIONAL CHUNKS
    • that make sense
    • are easier to remember
  • 14. CONNECTING CHUNKS
    • in a meaningful way
    • is easiest of all…
  • 15. Separate pieces:
    • THED OGA TEHI SFO OD
  • 16. Pieces become meaningful chunks :
    • THED OGA TEHI SFO OD
    ATE FOOD THE DOG HIS
  • 17. Connecting Chunks in a way that makes sense :
    • THED OGA TEHI SFO OD
    ATE FOOD THE DOG HIS THE DOG ATE HIS FOOD.