Teaching the Growing Child Assessment 1 Individual Presentation Nicole Cameron

QUESTION ONE Who are two of the key cognitive development theorists and what are their main contributions to the field of cognitive development? JEAN PIAGET (1896 – 1980) Main Ideas of Piaget’s theory How we Learn Piaget believed that we learn through experiencing our environment, he viewed the child as a “lone scientist’ whose experiences shaped their knowledge. People learn by reorganizing their mental processes. A preconceived idea is a schema. When a schema is made more complex it is called assimilation. When new schemata are added it is called accommodation When a child adapts schemata to match their environment through the processes od assimilation and accommodation it is called adaptation. When a child ‘s schemata match their environment they have cognitive equilibrium, this is required to progress to the next level of though and learning. There are four stages of cognitive development. Jean Piaget n.d. http//girlshistory- terriaspedagogicas.blogspot. com.au/

PIAGETS FOUR STAGES OF COGNITIVE DEVELOPMENT Piaget believed that children go through 4 stages of cognitive development based on their biological age. Piaget believed the stages were universal across all cultures and environments. Intellectual Growth and Human Development Stages Research Papers n.d.

LEV VYGOTSKY Key Points  Development occurs in a social context and differs across cultures.  Development not based on physical age learning can lead development.  Knowledge is imparted through language, therefore language plays an essential role in development  Children construct their own knowledge To move from the zone of current understanding to the zone of proximal development the child needs assistance from the more knowledgeable other. e_tiempo/ /Lev+Semin ovich+Vygotsky/ Lev Vygotsky (n.d)

Schools, skills and Scaffolding on the Web retrieved from

QUESTION TWO Who are two of the key moral development theorists and what are their main contributions to the field if moral development? Jean Piaget’s Theory of Moral Development Stage based theory consisting of 2 stages Stages are age based and occur in sequential order Stage 1 Heteronomous Stage Up to the age of years Rules are absolute Obedience to authority figures Egocentric judgement only think of the consequence that their behaviour has for themselves Stage 2 Autonomous Stage Starts at approximately years Rules can be changed by negotiation and agreement Increased peer interaction Less egocentric increased levels of cooperation, respect, sympathy and compassion for others. Consideration of how their behaviour impacts others

LAWRENCE KOHLBERG KOHLBERG’S MORAL DEVELOPMENT THEORY Stage based Stages are reached in sequential order. Biologically age based Three distinct stages of moral reasoning were theorised with each of the 3 stages has two sub stages, therefore there are six stages all together The moral reasoning of a new stage replaces that of the previous stage. Not all people will attain all stages of moral development. hlberg-Lawrence Lawrence Kohlberg(n.d) KOHLBERG’S MORAL DEVELOPMENT THEORY The Psychology Notes HQ

QUESTION THREE Why do you think its important for teachers to have an understanding of moral and cognitive development? Importance of understanding cognitive development Structuring the classroom appropriately for the child’s developmental stage (Piaget) Provide relevant classroom experiences. Times to discover and draw conclusions for themselves (Piaget) and times to learn from each teachers and peers (Vygotsky) To provide the correct levels of learning support (Vygotsky scaffolding) Importance of understanding moral development Affects the running of the classroom Children need to be given rules and consequences that are appropriate to their level of development As children mature they need to be given chances to talk about moral dilemmas and reasons why people (including themselves)choose to behave in certain ways.

QUESTION FOUR How will knowing about the theories of cognitive and moral development help you in you teaching practice?  Allows efficient structuring of classroom experiences  Appropriate levels of assistance can be given  Accurate expectations of children’s cognitive ability based on Piaget’s stages of cognitive development can be formulated.  Kohlberg’s stages of moral development can assist in forming expected level of behaviour (based on age).  By using Kohlberg’s stages of moral development I can assess the motivating factors (eg self interest in stage 2) for the behaviour and suitable motivation can be given to students to behave in the required manner (eg rewards in stage 2).  Assessment can be tailored to the correct stage of cognitive development to be challenging but not too difficult. Kids-in-classroom 1120(w)x818(h)pixels|72DPI|282KB|JPG

QUESTION FIVE Can you please provide an example of the application of cognitive development in the classroom? In your example, please specify the grade to which your example applies. SPELLING LESSON FOR YEAR 2 (7 -8 YEARS OLDS) INTRODUCTION 5 MINS Read the spelling words Vygotsky’s language development and scaffolding Piaget’s concrete operational stage – spelling of words and pronounciation are concreate concepts BODY OF LESSON 20 MINUTES Children are to choose three words to write “silly sentences” Teacher is to walk around room giving appropriate levels of assistance. Children are to choose their favourite silly sentence and share it with the class Vygotsky’s theory language development scaffolding Learning from their peers as the more knowledgeable others. Piaget’s concrete operational stage words and sentence structure are concrete. Working alone when writing their sentences “lone learners” CONCLUSION 5 MINUTES Game of spelling buzz Vygotsky’s theory (same as in body of lesson) Piaget’s theory (spelling of words is concrete)

QUESTION SIX Can you please provide an example of the application of moral development in the classroom? Please specify the grade to which your example applies. This example is for year six students (12 years old) INTRODUCTION 5 MINUTES Explanation of how we all individuals and as such view the world in many different ways. Explain that we will break into groups to discuss some situations that we may encounter in life and how we would react. Break the class into 5 groups. BODY OF LESSON 30 MINUTES Each group is given a card with a moral dilemma on it. Each child is to write their own response to the dilemma. The children then share their responses with the group with one child acting as the scribe and writing down the groups responses on a large sheet of paper. Each group is to then elect a speaker to share their dilemma and their responses with the rest of the class. CONCLUSION 5 MINUTES Teacher concludes that we are all individuals and many factors may influence the way we view the world. Challenge the students to think about the reasons why they make their decisions..

Kohlberg  Children should be in stage 4 of Kohlberg’ theory therefore will be considering law and order and how it maintains a functioning society.  Children need to understand that many people have different opinions in order to get to stage five. Discussion of dilemmas helps aid moral development HOW THIS EXAMPLE RELATES TO KHOLBERG AND PIAGET’S THEORIES OF MORAL DEVELOPMENT Piaget  Children should be in the autonomous stage and therefore be about to exhibit cooperation, respect and empathy.  The autonomous stage also needs increased peer interaction which is facilitated in discussion groups.