Beginning of Concrete Operational Stage Week 9 NJ Kang

The four stages of cognitive development Sensorimotor stage (birth to 2yrs.) Preoperational stage (2 to 7 yrs.) Concrete operations stage (7 to 11yrs.) Formal operations stage (11 ~ )

Sensorimotor stage (birth to 2yrs.) Most impressive and dramatic areas of development Motor development https://www.youtube.com/watch?v=iIOPROa0BoI Develop of thought in action Mind: infant’s action on the objects and people Pulling a cloth to obtain an out-of-reach toy They learn that objects continue to exist even though they cannot be seen or heard. Able to reason through thought as well as through action

Cognitive Activities From new born Imitation of face : : facial expression Voice and speech discrimination  voice acting of an animal using different voice At around 9 month Object permanence: hiding games using clothes, pictures, At around 4 month Violation of expectation technique:  use of different pictures or objects to the expectation: Can count  find the odd

Emotional activities 28 months and younger understand other people’s emotions 3 yr show some ability to control their expressions. After 4 yr. understand they are the causes of their parents’ emotions.

Preoperational stage (2 to 7 years) Solve practical, concrete problems By the intelligent use of means ends problem-solving, the use of tools, requesting objects, asking for things to happen, and other means Communicate well and represent information and ideas by means of symbols In drawing, symbolic play, gesture, and particularly speech. Egocentric: find it difficult to see things from another’s point of view)

Preoperational stage (2 to 7 years) Egocentric: find it difficult to see things from another’s point of view) Animism in their thinking: they ten to attribute life and lifelike qualities to inanimate objects: is the sun alive? Of course, otherwise, it wouldn’t follow. Centration: the focusing or centering of attention on one aspect of a situation to the exclusion of others. conservation task: conservation of numbers. (Smarties) http://www.universalpreschool.com/how-to/teach/cognitive_development.asp

Making Sense 3yr: has sense of phenomenism and realism. (3 rock sponge) The credible shrinking room.  make sense 6 & 7: conservation of numbers, liquid, length  make sense situation 11 & 12: conservation or mass/weight 4 yrs: Class inclusion when it makes sense. 3 yrs: Perspective Taking (3 mountain view) can be done when it makes sense to them.

How can we apply this? http://www.universalpreschool.com/how-to/teach/cognitive_development.asp Understand Size: Big and little. Long and short. Identify Colors and Shapes: Recognize and name primary colors - red, yellow, blue, green, white, black. Recognize and identify circles, squares, rectangles, and triangles. Match objects based on shape. Identify Numbers & Count: Recognize numbers from 1-10. Count to ten. Count objects in one-to-one correspondence. Reading Readiness Concepts & Skills: Has been read to daily. Uses left-to-right progression. Understands that print carries a message. Looks at pictures and tells a story. Knows what a letter is and is familiar with the alphabet. Identifies own first name in manuscript. Prints own first name. Tells the meaning of simple words.

Look at the book and find

Concrete operations stage (7 to 11 yrs.) Centration

The concrete operational stage is so named because in this period children operate and act on the concrete, real, and perceivable world of objects and events, not about abstract phenomena [10-11]. Children in this stage begin to deal with a wild array of information outside. Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects and events [9,12]. They have a new ability to classify objects according to their logical similarities or differences and are able to serialize, order, and group objects in classes on the basis of common characteristics (classification) [10-13]. They also develop more complex categories to classify objects according to several features and order them in series along a single dimension such as size and begin to understand the concept of reversibility and conservation of quantity and number [10, 14]. This stage was characterized by 7 types of conservation: number (age 6), length, liquid, mass (age 7), weight (age 9), area, and volume [9, 12].

B. Conservation . 1. The ability to pass conservation tasks provides clear evidence of operations-mental actions that obey logical rules.   Simon says games, (deductive reasoning.) John said if you hit the glass with the feather, then the glass will be broken. Sam hit the glass with the feather, what would happen?

2. Decentration is the ability to focus on several aspects of a problem at once and relate to them.   Hide your eyes with your finger. Can I see you? Hide something different place after a person leaves. Do you think the person would understand that the object you hid is in the different place?

3. Reversibility is the ability to mentally go through a series of steps in a problem and then reverse the direction, returning to the starting point.   Mathematic problem. (5+4) – 4 = (9 – 6 ) + ( ). Seriation, making the same thing, put things in an order exactly the same as the other one. Transitivity: put things in the right order from the beginning, or backwards. Conservation: different form of the same amount has the same quantity but take different space.

C. Classification . 1. By the end of middle childhood, children pass Piaget's class inclusion problem.   2. They can now group objects into hierarchies of classes and subclasses. Classes: Animals vs Plants, Living things vs non living things. Sub classes: mammals, reptiles, birds, fish, amphibians. Sub sub classes: food, habitats, size, numbers of breeding of babies, types of living. Classroom objects: what is it? It’s a -----. Classification: Things you share with others ______ Things that teacher use________ Things that you use only __________ Overlapping. Things need electricity._______ Things don’t need electricity _________ Things need when you study __________ Things you need when you play ___________. Over lapping 3. Collections become common in middle childhood.

D. Seriation 1. Seriation is the ability to order items along a quantitative dimension, such as length or weight.   Which is longer? Which is shorter? Which has more? Winding rope and straight rope in the same length. Different size in the different shape. Size, volume, and length relationship. Width and height relationship. 2. Transitive inference is the ability to perform seriation mentally.

Activity using one of these theories

The formal operations stage ( 11 ~) Concrete operation The major limitation in his or her thinking is to do with the realm of possibilities. This limitation is removed. To manipulate variables to find out what causes things to happen– and is also introduced to the realm of possibilities and hypothetical thought. The formal operation

Homework Please pick one age from pre and one from concrete developmental stage student. Select one topic to teach English for both groups and make one lesson plan per group. Need explanation Read chapter 12 ‘Reading and Mathematics/ANSWER THE QUESTIONS(2,4,7)