How a Young Child Thinks By: Janet Anthony  And Becky Wittig
For Primary Students: <ul><li>Learning </li></ul><ul><li>must be  </li></ul><ul><li>EXPERIENCED </li></ul>
Tell me,  <ul><li>I FORGET </li></ul><ul><li>SHOW ME, </li></ul><ul><li>I REMEMBER </li></ul><ul><li>Involve me, </li></ul...
Developmental Stages of Learning <ul><li>CONCEPT LEVEL (concrete) </li></ul><ul><li>Understanding relationships as represe...
Jean Piaget <ul><li>Renowned Swiss biologist   and psychologist </li></ul><ul><li>Constructed a highly influential model o...
<ul><li>Piaget’s Theory of Child Development </li></ul><ul><li>Sensorimotor - (birth to 2 years) Child thinks with their e...
Piaget’s Theory of Development   <ul><ul><li>●  Concrete operational (7 years to 11 years)  As physical experience accumul...
<ul><li>ADULTS: </li></ul><ul><li>Analyze </li></ul><ul><li>“I remember what I read” </li></ul><ul><li>“I remember what I ...
PRESENT 1 CONCEPT AT A TIME <ul><li>The fewer the pieces of new information </li></ul><ul><li>there are to manage </li></u...
<ul><li>PUTTING TOGETHER  </li></ul><ul><li>  IS EASIER  </li></ul><ul><li>  than  TAKING APART </li></ul><ul><li>adding  ...
Musical connections: <ul><li>Appropriate to </li></ul>S L O W things down at the beginning
REMEMBERING INFORMATION <ul><li>THE MORE SEPARATE PIECES THERE ARE </li></ul><ul><li>the greater the chance of dropping </...
INFORMATIONAL  CHUNKS <ul><li>that make sense  </li></ul><ul><li>are easier to remember </li></ul>
CONNECTING  CHUNKS <ul><li>in a meaningful way </li></ul><ul><li>is easiest of all… </li></ul>
Separate pieces: <ul><li>THED  OGA  TEHI  SFO  OD </li></ul>
Pieces become meaningful chunks : <ul><li>THED  OGA  TEHI  SFO  OD </li></ul>ATE  FOOD THE  DOG  HIS
Connecting Chunks in a  way that makes sense : <ul><li>THED  OGA  TEHI  SFO  OD </li></ul>ATE  FOOD THE  DOG  HIS THE  DOG...
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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

    1. 1. How a Young Child Thinks By: Janet Anthony And Becky Wittig
    2. 2. For Primary Students: <ul><li>Learning </li></ul><ul><li>must be </li></ul><ul><li>EXPERIENCED </li></ul>
    3. 3. Tell me, <ul><li>I FORGET </li></ul><ul><li>SHOW ME, </li></ul><ul><li>I REMEMBER </li></ul><ul><li>Involve me, </li></ul><ul><li> I UNDERSTAND </li></ul>Ancient Chinese proverb often quoted by educators
    4. 4. Developmental Stages of Learning <ul><li>CONCEPT LEVEL (concrete) </li></ul><ul><li>Understanding relationships as represented by different concrete materials. </li></ul><ul><li>CONNECTING LEVEL(semi-concrete) </li></ul><ul><li>Link understanding to traditional symbols. </li></ul><ul><li>SYMBOLIC LEVEL (abstraction) </li></ul><ul><li>Ability to EXPRESS thinking through handwritten work. </li></ul>
    5. 5. Jean Piaget <ul><li>Renowned Swiss biologist and psychologist </li></ul><ul><li>Constructed a highly influential model of child development and learning </li></ul><ul><li>Believed children build mental maps in response to physical experience within his or her environment </li></ul>
    6. 6. <ul><li>Piaget’s Theory of Child Development </li></ul><ul><li>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. </li></ul><ul><li>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 . </li></ul>
    7. 7. Piaget’s Theory of Development <ul><ul><li>● 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. </li></ul></ul><ul><li>● Formal operational (11 years and up) Child is capable of thinking logically and abstractly. </li></ul>
    8. 8. <ul><li>ADULTS: </li></ul><ul><li>Analyze </li></ul><ul><li>“I remember what I read” </li></ul><ul><li>“I remember what I heard” </li></ul>CHILDREN: Experience “ I remember what I did” “ I remember what I saw”
    9. 9. PRESENT 1 CONCEPT AT A TIME <ul><li>The fewer the pieces of new information </li></ul><ul><li>there are to manage </li></ul><ul><li>The easier it is </li></ul><ul><li>to learn </li></ul>
    10. 10. <ul><li>PUTTING TOGETHER </li></ul><ul><li> IS EASIER </li></ul><ul><li> than TAKING APART </li></ul><ul><li>adding </li></ul><ul><li> IS EASIER </li></ul><ul><li> than subtracting </li></ul><ul><li>multiplying </li></ul><ul><li> IS EASIER </li></ul><ul><li> than dividing </li></ul>
    11. 11. Musical connections: <ul><li>Appropriate to </li></ul>S L O W things down at the beginning
    12. 12. REMEMBERING INFORMATION <ul><li>THE MORE SEPARATE PIECES THERE ARE </li></ul><ul><li>the greater the chance of dropping </li></ul><ul><li>1 or 2 pieces without realizing it </li></ul>
    13. 13. INFORMATIONAL CHUNKS <ul><li>that make sense </li></ul><ul><li>are easier to remember </li></ul>
    14. 14. CONNECTING CHUNKS <ul><li>in a meaningful way </li></ul><ul><li>is easiest of all… </li></ul>
    15. 15. Separate pieces: <ul><li>THED OGA TEHI SFO OD </li></ul>
    16. 16. Pieces become meaningful chunks : <ul><li>THED OGA TEHI SFO OD </li></ul>ATE FOOD THE DOG HIS
    17. 17. Connecting Chunks in a way that makes sense : <ul><li>THED OGA TEHI SFO OD </li></ul>ATE FOOD THE DOG HIS THE DOG ATE HIS FOOD.

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