IMPORTANCE OF GLOBAL LEARNING IN SCHOOL CURRICULUM
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In the fast changing scenario and due to globalisation there is a need to make the curriculum more interactive. This will not only help to nurture your kid's skill but also help him to contribute positively to their local and wider community. We at Planetspark aim at providing the best of skills that your child requires in today's fast changing world. Do check this link bit.ly/psparkr or Visit our website www.planetspark.in/ #teamplanetspark #edutech #learningmadefun #interactivelearning
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A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
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Discovery Four: Ob ...
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
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Discovery Two: Learning That Events Are Caused 8
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Vygotsky's sociocultural theory of cognitive development emphasizes how social interaction and culture impact cognitive development. Children's cognitive development occurs through their interactions with more knowledgeable others in social contexts, through guided learning within the zone of proximal development. Language plays a central role as a tool for thinking and internalizing knowledge from social interactions and cultural tools like imitative learning, instructed learning, and collaborative learning.
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The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
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Key to sustainable living is a society with self-realized individuals. Self-realization through self-understanding could be attained through spiritual development. Spiritual development is a core aspect of sustainable development as it lead to development of human qualities and skills that can be the foundation for an individual’s health, inner peace, positive relationships, higher achievements in academic goals and success in career. By incorporating spiritual development into the school curriculum it is possible to promote the concept of sustainable living.
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The document discusses different views on children's cognitive development, including nature versus nurture perspectives. It also examines criticisms of Piaget's theory of child development, noting that Piaget underestimated young children's abilities and did not account for the role of language and social relationships. The document then introduces the information processing framework for understanding how children receive, store, and use information, before discussing sociocultural theories of learning and thinking from Vygotsky and Bruner.
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A Guide toCognitive Development and LearningSecon.docx
A Guide to
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California Department of Education and WestEd
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Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
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Second Edition
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Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob ...
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob.
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This document discusses several prominent developmental psychologists and their theories about how parents and teachers can help children develop. It summarizes Freud's view that parents should be supportive and knowledgeable about their child's behavior. It also discusses Erikson's theory that people can grow at any age with understanding of life experiences. Piaget's view is discussed that children construct their own understanding with guidance, while Kohlberg's theory focused on moral development stages. Vygotsky emphasized social interaction and the zone of proximal development. Bronfenbrenner's ecological systems theory examined a child's development within different environmental systems. The document then provides more detail about Vygotsky's sociocultural theory, including scaffolding, the zone of proximal development and the
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ECO CODE Brochure
The document discusses children and sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. For sustainable development, a balance must be maintained between people, planet, and profit. Sustainable development is not possible without youth participation. Educating youth about sustainable solutions helps change society. However, children are often bored by education and want experiences they enjoy. Storytelling and hands-on learning help cultivate understanding and interest in sustainable development among children.
ECO CODE Brochure
The document discusses themes related to sustainable development projects for children, including energy and waste. It provides examples of energy-related project themes such as switching off lights and electronics to save energy. It also gives examples of waste-related themes like reducing and recycling waste, reusing materials, and keeping schools clean. The document aims to educate children about sustainable practices through hands-on project themes.
Vygotsky THEORY OF SOCIO-CULTURAL DEVELOPMENT
Vygotsky's sociocultural theory of cognitive development emphasizes how social interaction and culture impact cognitive development. Children's cognitive development occurs through their interactions with more knowledgeable others in social contexts, through guided learning within the zone of proximal development. Language plays a central role as a tool for thinking and internalizing knowledge from social interactions and cultural tools like imitative learning, instructed learning, and collaborative learning.
Holistic education in elementary schools
Holistic education focuses on educating the whole child through connections to community, nature, and spiritual values. It aims to nurture wonder and intrinsic reverence for life. There is no set curriculum; education starts with each unique student and their experiences. The teacher acts as a coach and facilitator rather than just an information provider. Classrooms are democratic communities where students learn through play, activities, and projects rather than textbooks. When students become confident, sincere, hardworking learners who value themselves and their community, the goals of holistic education are achieved.
Breakout 2B: Building Global Competency through After-School and Expanded Lea...
Breakout 2B: Building Global Competency through After-School and Expanded Lea...One To World's Global Classroom
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.[Ccp] culture and cognition
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
Sustainable Living through Inner Blooming: Spiritual Development in Schools
Key to sustainable living is a society with self-realized individuals. Self-realization through self-understanding could be attained through spiritual development. Spiritual development is a core aspect of sustainable development as it lead to development of human qualities and skills that can be the foundation for an individual’s health, inner peace, positive relationships, higher achievements in academic goals and success in career. By incorporating spiritual development into the school curriculum it is possible to promote the concept of sustainable living.
Modern parents toolkit
The document discusses essential skills for modern parenting in today's changing world. It emphasizes the importance of open communication, emotional intelligence, positive discipline strategies, nurturing resilience and adaptability, and digital literacy. Modern parenting requires understanding children's digital world and equipping them to engage safely. It's about preparing children for their future through guidance, wisdom sharing, and helping them develop skills like emotional awareness and responsibility online and off.
Aims and objectives of education
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
How to conduct research with a global generation of kids
The document discusses how to conduct research with today's global generation of kids. It notes that kids are more sophisticated and influential than ever before due to increased access to information online. It recommends taking both a macro and micro understanding of cultural context, being both an insider and outsider, reaching out directly to kids, and combining local and global perspectives. The goal is to deliver engaging experiences for kids that have a positive social impact beyond just business growth.
Learning through play, a review of the evidence
This white paper summarises current evidence on
the role and importance of children’s learning through
play. We first consider what it takes to thrive in a 21st
century context, before defining learning in a broad
sense: both as a deep understanding of content and as
learning-to-learn skills that build on children’s natural
Executive summary
affinity to learn and engage with their world from birth.
We then draw on the science of effective learning,
rigorous play research and neuroscience to explore
the potential of playful experiences for promoting
deeper learning and a breadth of skills.
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IMPORTANCE OF GLOBAL LEARNING IN SCHOOL CURRICULUM
- 1. IMPORTANCE OF GLOBAL LEARNING BY ROBIN KUJUR IIM Bodhgaya Intern at Planetspark Website – www.planetspark.in
- 2. WHAT IS GLOBAL LEARNING? Learning about international development through recognizing the importance of linking peoples’ live throughout the world It encourages critical examination of global issues and an awareness of the impact that individuals can have on them It enhances student’s critical thinking skills and boosting their relationship with peers
- 3. HOW DOES IT HELP YOUNG MINDS? think critically about global issues move from charity mentality to social justice mentality gain greater awareness of poverty and sustainability explore alternative models of development and sustainability understanding their role in a globally interdependent world
- 4. WHY IS IT IMPORTANT? when children learn through real content through real tasks and real world experiences, they are more likely to engage, which in turn leads to higher achievement It helps in social-economic development among kids It helps in mental development of kids which is stuck in limited subject knowledge, based on theories that have failed kthe world.
- 5. THANK YOU