Developing language
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The document discusses cognitive development in children and how it relates to literacy. It covers Jean Piaget's stages of cognitive development, Vygotsky's theories on social learning and scaffolding, and the importance of play, language development, and emergent literacy experiences in early childhood. Providing opportunities for children to explore, ask questions, problem-solve, and learn through social interactions is key to fostering cognitive growth and literacy skills.
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A speech I had made in October 2013 during an online Conference for teachers in the Karagandy Oblast in October 2013
Dr. Spanaka Adamantia, HOU
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Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).
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The document discusses various theories of emergent literacy and early literacy development. It defines key terms like learning, literacy, and emergent literacy. It outlines the perspectives of theorists like Clay, Teale, and Sulzby on emergent literacy. It also summarizes learning theories from theorists like Rousseau, Montessori, Dewey, Piaget, Froebel, Pestalozzi, and Vygotsky that support early literacy development. Finally, it discusses theories on reading and writing acquisition in early childhood.
Early childhood
Early childhood, also called the exploratory or questioning age, is an important time for development. The first few years influence later behavior and thinking patterns. Development is most rapid during early childhood, and favorable experiences foster growth while unfavorable ones can hinder it. Preschoolers between ages 3-5 need opportunities to play, develop language and self-help skills, explore their interests, and learn foundational academic concepts through hands-on activities. The play-way method is child-centered and supports holistic growth by providing concrete learning experiences within a balanced curriculum.
Every Child Ready to Read - 2nd edition
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
Experientialism by Atula Ahuja
Experientialism emerged as a philosophical theory in the 1950s-1980s that maintained personal experience is the principal basis of knowledge. It developed in response to the inadequacies of behaviorism. Major theorists included Dewey, Lewin, Piaget, Kolb, Lakoff, and Johnson. Kolb's experiential learning cycle emphasized a four-stage process: concrete experience, observation/reflection, formation of abstract concepts, testing concepts in new situations. Lakoff and Johnson argued meaning depends on how we frame experiences based on our bodies and social contexts. Experientialism posits that learning occurs best through hands-on experience and reflection rather than passive knowledge transmission. It remains influential in fields like education,
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The "Where in the World is Cinderella?" unit has students analyze different versions of the Cinderella story from around the world to learn about cultural influences. Students collaborate on writing their own versions from different character perspectives. The unit incorporates technology, critical thinking, creativity and engagement. Suggested improvements include reducing the length and repetition of writings, adding a risk-taking element, and exploring the social studies and cultural aspects in more depth.
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This document provides an overview and comparison of Piaget and Vygotsky's theories of cognitive development in school-aged children. It summarizes Piaget's stages of development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Key aspects of Vygotsky's theory are also outlined, such as the zone of proximal development and the role of social learning and language. The document discusses current perspectives on the theories and provides examples of how to apply the ideas. Similarities and differences between Piaget and Vygotsky are analyzed, such as their views on the influence of culture and the relative importance of adult guidance versus peer interaction.
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This document summarizes child development theories relevant to 4th and 5th grade learners and provides strategies for teachers to promote development. It covers physical, cognitive, and language development, discussing the influences of schools, peers, families, and media. The document also outlines culturally responsive teaching roles and provides a bibliography.
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The document discusses emergent literacy and its key concepts. It defines emergent literacy as the stage where children first begin interacting with reading and writing before formal schooling. This stage involves children developing knowledge of concepts like directionality and the relationship between spoken and written words. The document also outlines five stages of reading development: emergent, early, transitional, self-extending, and advanced. It notes that emergent writing is experimental and meant to communicate. Finally, it discusses the important role of the home environment in promoting early literacy through activities like reading to children and involving them in literacy-related activities.
Child cognitive development and its implications for the teaching-learning pr...
This document discusses considerations for teaching children based on cognitive development milestones. It provides an overview of development from ages 5-13, covering language, social, emotional, and cognitive skills. Key points include: girls mature faster than boys; planning should accommodate short attention spans and different learning styles; and Vygotsky's zone of proximal development emphasizes guided learning within a child's capability. Effective teaching requires understanding stages, providing appropriate challenges, and scaffolding skills from assisted to independent.
Foundations
The document discusses the California Infant/Toddler Learning and Development Foundations, which provide guidance on the development of infants and toddlers across four domains: social-emotional, language, cognitive, and perceptual/motor. The foundations recognize that development occurs through relationships with caregivers and is influenced by family, culture and language. Key competencies are described for each developmental domain from birth through 3 years of age.
Adolescent and Adult Learning
This document discusses adolescent and adult learning. For adolescents, learning involves interactive engagement with meaningful content that challenges them cognitively and expands their knowledge. They learn best when content is developmentally appropriate, intellectually intriguing, allows collaboration, and provides guidance. Adults are self-directed learners with life experiences to draw from. Adult learning aims to empower individuals and is based on concepts like knowing why learning is relevant, being autonomous, and applying new knowledge immediately. Both adolescent and adult learning emphasize interactive, hands-on, meaningful engagement with content.
1 a curriculum night presentation 2014 2015
This document provides an overview of the grade 1 curriculum at a school. It discusses the teachers, units of inquiry covered, literacy and math programs, routines and expectations, and ways for parents to support learning at home. The programs emphasize an inquiry-based education, balanced literacy instruction, and a constructivist approach to math. Parents are encouraged to check the class blog and support their child's independence, responsibility, and lifelong love of learning.
Cognitive dev't and language(piaget final)
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
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2. The ELD Standards outline three proficiency levels - Emerging, Expanding, and Bridging - that English Learners progress through as they develop English language and literacy skills.
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This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
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This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to engage students in higher-order thinking. It also explains the three stages of understanding by design: identifying desired results, determining acceptable evidence of learning, and planning instructional experiences. Finally, it outlines the four DOK levels and provides sample question stems for each level to assess different types of cognitive demand.
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This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, designing assessments to evaluate different levels of thinking, and using the backwards design process to align objectives, activities, and evaluations. Examples are given throughout to illustrate key concepts for various subject areas like history, arts, and how they relate to standards like Common Core.
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Thematic Unit Requirements
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. Themes should be developmentally appropriate and hook students' interests. Lessons should integrate different subjects and develop understanding. Sample California themes are provided for grades 3-6. Guidance is given for selecting themes, developing essential understandings, involving students, and assessing learning through authentic final projects. Lessons should incorporate a variety of activities, intelligences, and depth of knowledge levels.
Thematic Unit Requirements
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
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The document discusses language literacy, learning, and education standards. It summarizes:
1) The College and Career Readiness Anchor Standards are divided into four literacy strands to help students demonstrate independence, build knowledge, comprehend and critique texts, value evidence, and understand other perspectives.
2) The Common Core State Standards (CCSS) for English Language Arts/Literacy emphasize balancing literary and informational texts, increasing text complexity, writing using evidence, text-based questions, and academic vocabulary.
3) The 2012 California English Language Development (ELD) Standards aim to provide fewer, clearer standards to help English Learners (ELs) interact meaningfully and develop English proficiency while gaining content knowledge.
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Description/Timeframe for Moving from 1999 CDE Standards and CELDT assessment to the 2012 ELD Standards and ELPAC assessment.
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