This document discusses early language and literacy development in children. It begins by explaining how humans communicate through gestures, facial expressions, and sounds from birth. It then describes the process of learning oral language in the early years through listening, speaking, and using language in everyday situations without formal instruction. The document outlines typical language development milestones in infants and toddlers, from crying and cooing to using single words and simple sentences. It also discusses early literacy development, how children learn about reading and writing through play, and the importance of a print-rich environment. The document provides tips for activities to support language and literacy like flannelboard stories, group time, and setting up a language arts center.
This document discusses literacy development in early childhood. It explains that teachers should use both cognitive and non-cognitive assessments to understand students' literacy backgrounds, reading abilities, and motivations. The document also discusses selecting texts using a literacy matrix that analyzes elements like readability, narrative style, and linguistic focus. Teachers are advised to select a variety of texts to model for students and encourage the use of reading strategies and skills.
This document outlines a study on attachment and religious coping among South Asian Indian Christians. It begins with an overview of India's demographics, religions, and culture. It then discusses attachment theory and research showing links between attachment and well-being. The study aims to examine relationships between parental attachment, attachment to God, and religious coping in Indian Christians, as culture may impact how attachment develops. Hypotheses predict relationships between secure parental attachment and secure attachment to God, as well as links between attachment and religious coping strategies. The planned method involves surveying 300 Indian Christians online to assess their attachments, religious coping, and response bias.
This document discusses infant cognitive development from birth through age 12. It covers the major stages of development including sensorimotor (birth to 2 years), preoperational (2 to 7 years), concrete operational (7 to 12 years), and formal operational (12 years and older). The stages are defined by the child's developing abilities in areas like perception, memory, language, and body reactions according to Piaget's theory of cognitive development. Key milestones and encouraging activities are provided for each stage of development.
Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.
This document provides an overview of cognitive, language, and literacy development theories presented in Module 2 of an education course. It summarizes key stages and theorists, including Piaget's stages of cognitive development, Vygotsky's sociocultural theory emphasizing scaffolding and the zone of proximal development, and theories of language and literacy development emphasizing the importance of early experiences. The document also briefly outlines Erikson's psychosocial stages of development and Kohlberg's stages of moral reasoning.
This document discusses early language and literacy development in children. It begins by explaining how humans communicate through gestures, facial expressions, and sounds from birth. It then describes the process of learning oral language in the early years through listening, speaking, and using language in everyday situations without formal instruction. The document outlines typical language development milestones in infants and toddlers, from crying and cooing to using single words and simple sentences. It also discusses early literacy development, how children learn about reading and writing through play, and the importance of a print-rich environment. The document provides tips for activities to support language and literacy like flannelboard stories, group time, and setting up a language arts center.
This document discusses literacy development in early childhood. It explains that teachers should use both cognitive and non-cognitive assessments to understand students' literacy backgrounds, reading abilities, and motivations. The document also discusses selecting texts using a literacy matrix that analyzes elements like readability, narrative style, and linguistic focus. Teachers are advised to select a variety of texts to model for students and encourage the use of reading strategies and skills.
This document outlines a study on attachment and religious coping among South Asian Indian Christians. It begins with an overview of India's demographics, religions, and culture. It then discusses attachment theory and research showing links between attachment and well-being. The study aims to examine relationships between parental attachment, attachment to God, and religious coping in Indian Christians, as culture may impact how attachment develops. Hypotheses predict relationships between secure parental attachment and secure attachment to God, as well as links between attachment and religious coping strategies. The planned method involves surveying 300 Indian Christians online to assess their attachments, religious coping, and response bias.
This document discusses infant cognitive development from birth through age 12. It covers the major stages of development including sensorimotor (birth to 2 years), preoperational (2 to 7 years), concrete operational (7 to 12 years), and formal operational (12 years and older). The stages are defined by the child's developing abilities in areas like perception, memory, language, and body reactions according to Piaget's theory of cognitive development. Key milestones and encouraging activities are provided for each stage of development.
Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.
This document provides an overview of cognitive, language, and literacy development theories presented in Module 2 of an education course. It summarizes key stages and theorists, including Piaget's stages of cognitive development, Vygotsky's sociocultural theory emphasizing scaffolding and the zone of proximal development, and theories of language and literacy development emphasizing the importance of early experiences. The document also briefly outlines Erikson's psychosocial stages of development and Kohlberg's stages of moral reasoning.
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
This document discusses suitable activities for cognitive and language development in infants and toddlers. It recommends games, music, art, reading, and hands-on activities. Specific examples of activities are given, such as peek-a-boo, block play, and obstacle courses to develop motor skills. Music is said to build movement and rhythm skills. Art helps with expression and language. Reading exposes children to books and stories. Hands-on activities satisfy curiosity about the environment. The document emphasizes that these activities should be developmentally appropriate and help children's cognitive development.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
Theories of learning and early literacy (definition, characteristics, transit...Chinly Ruth Alberto
The document discusses the history and definition of emergent literacy. It notes that Marie Clay first used the term in 1996 to refer to the early literacy skills and knowledge that children acquire from birth before formal schooling. Several scholars further defined emergent literacy as the early reading and writing behaviors demonstrated by young children through activities with literate adults. Emergent literacy emphasizes that all children enter school with some literacy experience and competencies. The perspective of emergent literacy has transitioned over time from a focus on basic literacy skills to sociocultural literacy emphasizing social interactions, to functional literacy emphasizing technology use.
Cognitive development refers to how children learn to think and reason through actively exploring their environment, trying new ideas, and observing the results. Jean Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - which show how children's thinking skills progress from learning through senses alone to abstract thought. Lev Vygotsky emphasized that social interaction plays a key role in children's cognitive growth, as adults provide scaffolding to support children's developing skills. Cognitive development involves changes in thinking, reasoning, and understanding related to age and experience. Adults foster cognitive growth by encouraging children's natural curiosity and allowing them to construct their own knowledge.
1. The document discusses emergent literacy, which refers to the literacy skills and competencies that children develop from an early age, even before formal schooling begins.
2. Several child development and learning theories are described that support the development of early literacy skills, including theories by Rousseau, Montessori, Dewey, Piaget, Froebel, Pestalozzi, Vygotsky, and the constructivist model.
3. The document then discusses characteristics of emergent readers, noting they range from ages 2-7 and begin to familiarize themselves with print concepts like directionality and the link between spoken and written words.
Early childhood from ages 2-6 is a period of rapid cognitive development. Children progress through Piaget's pre-operational stage, developing the ability for representational thought and pretend play. However, at this stage children have limitations in logical thinking and reasoning. They do not understand the concept of conservation or how to make logical inferences. Memory skills also develop during this stage, with recognition abilities stronger than recall. Vygotsky's sociocultural theory emphasizes that cognitive development occurs through social interactions and guided learning from adults and more capable peers.
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
- Jean Piaget was a Swiss psychologist who developed a theory of cognitive development. He believed that children construct an understanding of the world through experiences interacting with objects and people.
- Piaget identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the preoperational stage from ages 2-7, children begin to use language and think symbolically but still struggle with logical reasoning and conservation.
- Key concepts in Piaget's theory include schemas, assimilation, accommodation, and equilibration as children adjust their mental models to maintain equilibrium with new information from their environments.
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
This document discusses theories of learning and early literacy. It defines emergent literacy as how young children interact with books through reading and writing even before they can do so conventionally. Emergent literacy develops gradually from birth until conventional reading and writing skills are acquired. The process involves speaking, listening, reading, writing, and viewing visual materials. Early literacy begins as children are exposed to communication through signs, books being read to them, and scribbling. Reading and writing develop concurrently through engagement with books and writing. Listening to books read aloud helps literacy development. Parents can promote early literacy in infants through books with pictures and rhymes and in toddlers by providing literature and supporting writing. Home literacy experiences are important for school readiness and achievement
This document outlines the key stages of child development from infancy through adolescence. It discusses development in three domains: physical, cognitive, and psychosocial. For each stage, it provides an overview of the typical physical growth and motor skills, cognitive abilities like language development and thought processes, and psychosocial milestones regarding personality, relationships, and independence. The stages covered are infancy, early childhood (ages 2-6), middle childhood (ages 7-11), and adolescence (ages 10-18).
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
This document summarizes several cognitive learning theories:
- Allan Paivio's Dual Coding Theory which posits that people process information visually and verbally.
- Robert Gagne identified 5 categories of learning like verbal information, intellectual skills, and motor skills.
- Howard Gardner's Theory of Multiple Intelligences which identified 8 types of intelligence like linguistic and interpersonal.
- Benjamin Bloom concluded that every child has the ability to learn based on his research into the cognitive domain.
The cognitive theory views thinking and remembering as behaviors that can be analyzed to measure their effect on learning. It is interested in how people understand material.
This document provides information about Jean Piaget's theory of cognitive development. It was prepared by A.S. Arul Lawrence, the principal of St. Joseph College of Education in India. The document defines key concepts in Piaget's theory such as schemas, assimilation, accommodation, equilibration, and Piaget's four stages of cognitive development - sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
This document discusses suitable activities for cognitive and language development in infants and toddlers. It recommends games, music, art, reading, and hands-on activities. Specific examples of activities are given, such as peek-a-boo, block play, and obstacle courses to develop motor skills. Music is said to build movement and rhythm skills. Art helps with expression and language. Reading exposes children to books and stories. Hands-on activities satisfy curiosity about the environment. The document emphasizes that these activities should be developmentally appropriate and help children's cognitive development.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
Theories of learning and early literacy (definition, characteristics, transit...Chinly Ruth Alberto
The document discusses the history and definition of emergent literacy. It notes that Marie Clay first used the term in 1996 to refer to the early literacy skills and knowledge that children acquire from birth before formal schooling. Several scholars further defined emergent literacy as the early reading and writing behaviors demonstrated by young children through activities with literate adults. Emergent literacy emphasizes that all children enter school with some literacy experience and competencies. The perspective of emergent literacy has transitioned over time from a focus on basic literacy skills to sociocultural literacy emphasizing social interactions, to functional literacy emphasizing technology use.
Cognitive development refers to how children learn to think and reason through actively exploring their environment, trying new ideas, and observing the results. Jean Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - which show how children's thinking skills progress from learning through senses alone to abstract thought. Lev Vygotsky emphasized that social interaction plays a key role in children's cognitive growth, as adults provide scaffolding to support children's developing skills. Cognitive development involves changes in thinking, reasoning, and understanding related to age and experience. Adults foster cognitive growth by encouraging children's natural curiosity and allowing them to construct their own knowledge.
1. The document discusses emergent literacy, which refers to the literacy skills and competencies that children develop from an early age, even before formal schooling begins.
2. Several child development and learning theories are described that support the development of early literacy skills, including theories by Rousseau, Montessori, Dewey, Piaget, Froebel, Pestalozzi, Vygotsky, and the constructivist model.
3. The document then discusses characteristics of emergent readers, noting they range from ages 2-7 and begin to familiarize themselves with print concepts like directionality and the link between spoken and written words.
Early childhood from ages 2-6 is a period of rapid cognitive development. Children progress through Piaget's pre-operational stage, developing the ability for representational thought and pretend play. However, at this stage children have limitations in logical thinking and reasoning. They do not understand the concept of conservation or how to make logical inferences. Memory skills also develop during this stage, with recognition abilities stronger than recall. Vygotsky's sociocultural theory emphasizes that cognitive development occurs through social interactions and guided learning from adults and more capable peers.
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
- Jean Piaget was a Swiss psychologist who developed a theory of cognitive development. He believed that children construct an understanding of the world through experiences interacting with objects and people.
- Piaget identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the preoperational stage from ages 2-7, children begin to use language and think symbolically but still struggle with logical reasoning and conservation.
- Key concepts in Piaget's theory include schemas, assimilation, accommodation, and equilibration as children adjust their mental models to maintain equilibrium with new information from their environments.
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
This document discusses theories of learning and early literacy. It defines emergent literacy as how young children interact with books through reading and writing even before they can do so conventionally. Emergent literacy develops gradually from birth until conventional reading and writing skills are acquired. The process involves speaking, listening, reading, writing, and viewing visual materials. Early literacy begins as children are exposed to communication through signs, books being read to them, and scribbling. Reading and writing develop concurrently through engagement with books and writing. Listening to books read aloud helps literacy development. Parents can promote early literacy in infants through books with pictures and rhymes and in toddlers by providing literature and supporting writing. Home literacy experiences are important for school readiness and achievement
This document outlines the key stages of child development from infancy through adolescence. It discusses development in three domains: physical, cognitive, and psychosocial. For each stage, it provides an overview of the typical physical growth and motor skills, cognitive abilities like language development and thought processes, and psychosocial milestones regarding personality, relationships, and independence. The stages covered are infancy, early childhood (ages 2-6), middle childhood (ages 7-11), and adolescence (ages 10-18).
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
This document summarizes several cognitive learning theories:
- Allan Paivio's Dual Coding Theory which posits that people process information visually and verbally.
- Robert Gagne identified 5 categories of learning like verbal information, intellectual skills, and motor skills.
- Howard Gardner's Theory of Multiple Intelligences which identified 8 types of intelligence like linguistic and interpersonal.
- Benjamin Bloom concluded that every child has the ability to learn based on his research into the cognitive domain.
The cognitive theory views thinking and remembering as behaviors that can be analyzed to measure their effect on learning. It is interested in how people understand material.
This document provides information about Jean Piaget's theory of cognitive development. It was prepared by A.S. Arul Lawrence, the principal of St. Joseph College of Education in India. The document defines key concepts in Piaget's theory such as schemas, assimilation, accommodation, equilibration, and Piaget's four stages of cognitive development - sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.