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Cognitivism focuses on mental processes like thinking, learning, problem solving and attention. It became a dominant theory in psychology in the 1960s, replacing behaviorism. Robert Gagne was a prominent cognitive psychologist who developed learning theories based on behaviorism and information processing. He identified five categories of learning and nine events of instruction to maximize learning internally. Applying cognitivism in a classroom would involve determining student learning levels, shaping instruction accordingly, and using different activities and assessments.
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A framework for teaching English to Young Learner Chapter 19 - Diane Shorrock...
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.
Cognitivism
Cognitivism views learning as involving mental processes and symbolic mental constructs. Key figures who contributed to cognitivism include Piaget, who studied child development in stages, and Vygotsky, who believed concepts are formed socially then individually and that culture determines development. Cognitivism holds that learning is measured by what learners know rather than what they do, and that memory plays a key role in organizing and retrieving information for learning to occur.
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This document discusses key theorists in cognitive development, including Piaget, Vygotsky, and Bruner. It summarizes some of their main agreements and disagreements. Piaget believed that cognitive development occurs through self-discovery, while Vygotsky and Bruner emphasized the role of social and cultural influences. Specifically, Vygotsky believed that language acquisition shapes thought and problem-solving abilities. The document also compares Piaget and Vygotsky's views on topics like maturational readiness, the role of language in development, and implications for teaching practices.
Scaffolding
Scaffolding is an instructional technique that builds on a learner's prior knowledge by providing individualized support to help them achieve tasks just beyond their current abilities. It is based on the zone of proximal development, which represents the gap between what learners can do independently and what they can do with guidance. When using scaffolding, teachers provide tasks that allow learners to internalize new concepts by building on what they already know. Support is gradually decreased as learners demonstrate mastery, helping them gain independence.
What Is Good Primary Practice
The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
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Vygotsky's social development theory posits that social interaction and culture play fundamental roles in cognitive development. According to Vygotsky, language acquisition allows children to develop new mental processes through social interactions with more knowledgeable others. A key concept is the zone of proximal development, which refers to tasks that children can complete with guidance but not independently. Scaffolding involves providing support that is tailored to a learner's current abilities and gradually removing assistance as skills develop. Vygotsky emphasized the role of culture and experience in cognitive development and that thought emerges from language acquired socially. His theory has applications for teaching including targeting instruction to a student's ZPD and using cooperative learning exercises.
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Cognitivism views learning as involving mental processes and symbolic mental constructs. Key figures who contributed to cognitivism include Piaget, who studied child development in stages, and Vygotsky, who believed concepts are formed socially then individually and that culture determines development. Cognitivism holds that learning is measured by what learners know rather than what they do, and that memory plays a key role in organizing and retrieving information for learning to occur.
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This document discusses key theorists in cognitive development, including Piaget, Vygotsky, and Bruner. It summarizes some of their main agreements and disagreements. Piaget believed that cognitive development occurs through self-discovery, while Vygotsky and Bruner emphasized the role of social and cultural influences. Specifically, Vygotsky believed that language acquisition shapes thought and problem-solving abilities. The document also compares Piaget and Vygotsky's views on topics like maturational readiness, the role of language in development, and implications for teaching practices.
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Scaffolding is an instructional technique that builds on a learner's prior knowledge by providing individualized support to help them achieve tasks just beyond their current abilities. It is based on the zone of proximal development, which represents the gap between what learners can do independently and what they can do with guidance. When using scaffolding, teachers provide tasks that allow learners to internalize new concepts by building on what they already know. Support is gradually decreased as learners demonstrate mastery, helping them gain independence.
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The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
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This document discusses the theory of cognitivism and its key aspects. Cognitivism views learning as a process that occurs within the learner's mind through mental constructs and symbol processing rather than only through observable behavior change. It emphasizes how active cognitive processes like memory, problem-solving, and reasoning support learning. Thinkers like Piaget and Vygotsky contributed influential models of child development and the social nature of concept formation within one's culture.
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1. The document discusses schema theory and its importance in understanding child development according to theorists like Piaget, Vygotsky, Bruce, and Nutbrown.
2. Schemas refer to patterns of repeated behaviors or mental representations that help children make sense of and learn about their environment.
3. Different theorists contributed unique perspectives on schemas, such as Piaget viewing them as "mental maps", Vygotsky emphasizing social and cultural influences, and Bruce and Nutbrown observing schemas through play.
4. Understanding schemas can help educators design effective learning experiences and scaffold instruction according to children's developmental levels.
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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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Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
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The document discusses several learning theories and their implications for primary school mathematics curriculum and instruction. It covers Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. It also discusses Gagne's nine events of instruction in his information processing model of learning. Finally, it covers Bruner's three modes of representation - enactive, iconic, and symbolic. The key aspects of these theories are explained, such as how they inform instructional strategies that align with students' cognitive abilities and promote cognitive development.
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This document discusses the theory of cognitivism and its key aspects. Cognitivism views learning as a process that occurs within the learner's mind through mental constructs and symbol processing rather than only through observable behavior change. It emphasizes how active cognitive processes like memory, problem-solving, and reasoning support learning. Thinkers like Piaget and Vygotsky contributed influential models of child development and the social nature of concept formation within one's culture.
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This document discusses theories related to how children learn foreign languages. It covers Piaget's view that children are active learners who construct their own knowledge through interacting with their environment. Vygotsky's socio-cultural theory emphasizes that learning and development occur through social interaction and instruction. Bruner's work showed that scaffolding and routines in the classroom can help children attend to relevant information, adopt useful strategies, and remember goals through modeling, focusing activities, praise, and reminders. The document stresses that understanding child development and applying these theories can help maximize foreign language learning.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
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The document outlines the author's educational philosophy which emphasizes a student-centered approach and developing student passion for learning. The author believes teachers should be creative and give students choice to develop ownership over their education. The author also admires learning theories from Piaget, Vygotsky, Gardner, and Goleman which emphasize hands-on and social learning tailored to students' skills and emotional needs. The goal is to prepare well-rounded students who can succeed academically and socially.
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1. The document discusses schema theory and its importance in understanding child development according to theorists like Piaget, Vygotsky, Bruce, and Nutbrown.
2. Schemas refer to patterns of repeated behaviors or mental representations that help children make sense of and learn about their environment.
3. Different theorists contributed unique perspectives on schemas, such as Piaget viewing them as "mental maps", Vygotsky emphasizing social and cultural influences, and Bruce and Nutbrown observing schemas through play.
4. Understanding schemas can help educators design effective learning experiences and scaffold instruction according to children's developmental levels.
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Cognitive psychology is the study of mental processes such as attention, memory, perception, problem solving, and thinking. Jean Piaget developed the influential theory of cognitive development which proposes that children's thinking progresses through four discrete stages - sensorimotor, preoperational, concrete operational, and formal operational - as their cognitive schemas become more complex through assimilation and accommodation. Piaget's theory focuses on how children actively construct knowledge and understanding from their environment through hands-on learning and exploration.
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Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
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Vygotsky's zone of proximal development refers to what a child can do independently or with assistance, and has implications for teaching. Activities should encompass what children can do alone as well as with help, falling within their zone of development. Teachers can use information about students' zones to plan instruction, cooperative learning, and scaffolding, where hints and prompts are gradually reduced so students can succeed without assistance. For example, pennies could represent sounds to help a child learn a word, before having them identify sounds without props.
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The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
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2. These theories explain the stages and processes through which children's literacy abilities emerge and develop from infancy through adulthood.
3. The theories aim to help educators understand how children's thinking and literacy skills change over time so they can best support literacy development.
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16.2 Priority 1 Practice Intentional TeachingIntentional te.docx
16.2 Priority 1: Practice Intentional Teaching
Intentional teachers are mindful of their teaching goals and strategies—ever on the lookout for
teachable moments and assessing the effects they have on the children, families, and educational
community. Rather than discounting standards and assessment, intentional teachers use them
for the betterment of the children and for appropriate planning for the individual learners in
their care. Intentional teachers have a sense of purpose and devote careful thought to the
curriculum, the educational environment they help to create, and most important, the
relationships they nurture within the classroom. Through caring and intentional teaching, the
curricular goals that have been suggested throughout this text can be addressed: inclusion of
children with disabilities, family involvement, enhancement of the developing five selves,
learning standards and assessment, and meeting academic goals.
In the book The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning,
Epstein (2007 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib187)
) states:
The mission of the intentional teacher is to ensure that young children acquire the
knowledge and skills they need to succeed in school and in life. To fulfill this mission,
intentional teachers conscientiously address every area of early learning—intellectual,
social-emotional, physical and creative—with sufficient range and depth.... Moreover,
intentional teachers attend to their own personal development. They regard themselves as
lifelong learners—studying the children in their care, updating their knowledge of the
latest child development theory and research, and examining implications for their
practice. They are also collaborators, teaming with coworkers and families to apply their
expertise and resources toward children’s optimal development. (p. 21)
16.3 Priority 2: Incorporate Developmentally
Appropriate Practice (DAP)
By now it should be clear that each child’s development is unique. It is important to know where
each child fits on the developmental continuum so as to teach at the appropriate level and
inspire the child to go just a bit further. In addition to being knowledgeable about typical
development, the teacher must use a variety of assessment techniques throughout the year. We
need to know which are areas of strength and which are areas where we can help the youngster
gain competence. By incorporating DAP in our teaching, we ensure that each child’s needs are
considered and met. Whether children are physically disabled, developmentally delayed, or
intellectually gifted, whether they are overweight or hyperactive, we are able to provide an
educational experience that is suited to their interests and abilities and encourages optimal
growth.
In working to revise the National Association for the Education of Young Children (NAEYC)
position statement of developmentally appropriate practice, Copple a ...
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Oracius theory
- 1. COGNITIVISM By: Enst Oracius
- 2. COGNITIVISM (MENU) What? Who? How? My Classroom
- 3. WHAT IS COGNITIVISM? Cognitivism was officially recognized around 1956. In science, cognition refers to mental processes. These processes include attention, remembering, producing and understanding language, solving problems, and making decisions. Cognitivist replaced behaviorism in 1960s as the dominant paradigm.
- 4. WHAT IS COGNITIVISM? Video Cognitivism is the study in psychology that focuses on mental processes, including how people perceive, think, remember, learn, solve problems, and direct their attention to one stimulus rather than another. Cognitive theory, activities like thinking and remembering seem like a behavior, thus providing an avenue to use behavior analysis to measure their effect on learning.
- 5. KEY FIGURES Alan Paivio (1925- Robert Gagne (1916-2002) Howard Gardner (1943-) Benjamin Bloom (1913-1999)
- 6. ROBERT GAGNE He was born in 1916-2002 He was a psychologist and educator Mr. Gagne developed his learning theories based on behaviorist's and information processing point of view. He is know for his contribution in the area of cognitive learning hierarchies Mr. Gagne also identified five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. While in the Air Force, he develop some of his ideas for his comprehensive learning theory.
- 7. ROBERT GAGNE • Gagne developed three principles that he viewed as integral for successful instruction: 1. Providing instruction on the set of component tasks that build toward a final task 2. Ensuring that each component task is mastered 3. Sequencing the component tasks to ensure optimal transfer to the final task • To maximize the potential for the internal process of learning to occur, Gagne identified nine events of instruction.
- 8. HOW WILL WE OBSERVE THIS? Teachers By allowing children to interact with one another By placing within their grasp block and slot games Also this can be captured by putting different toys out We can analyze the children when they draw or write
- 9. HOW WILL WE OBSERVE THIS? Children They would play matching games They would be given task based off of instructions The students would do normal everyday assignments
- 10. MY CLASSROOM This theory would help with the different groups It would determine the different stations of activities Which level each kid would be on It will shape how I instruct the children based on their learning perspective It will help with how the children are tested
- 11. MY CLASSROOM I would utilize Gagne five areas of learning outcomes I would also use his nine events of instruction
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