week 9

reminders take seriously the seating rules –if you are sitting in the same place, move –if you are sitting with the same people, move agree and disagree on restricted list add to restricted list: “all children (every child) are (is) different”

housekeeping

annotated bibliographies pick useful articles (not shortest ones) name(s) left annotated bibliography 1 right title center next line (1 title) begin each annotation with reference –follow reference models on website –Annual Editions original reference (Annual Editions 03/04, pp )

story telling project groups 10/31, 11/07, 11/14 12 minutes must have narration –all must be involved in narrating limit props to one bag no other restrictions –push the edges

paper getting ready for final pick 3 or 4 topics and make connections –Across 262 and placement –To your development and learning –To the kids’ development and learning last chance for feedback, 11/05 due 11/14 follow format

test II 3x5 index card with test groups due mon 11/17 test on listserv 2pm, wed 11/19, due fri 11/21 5pm—in large envelope, names on front, bag on my office door format similar to test 1 (probably) no books or readings

beyond Piaget

judging Piaget we stand on the shoulders of giants Piaget –liberated American early schooling from behaviorism –based his theory on careful observation –respected children although Piaget was wrong in many respects, he changed views in later years--many Piagetians have never changed

enduring ideas from Piaget knowledge is constructed assimilation and accommodation intrinsic motivation active role of learner

Donaldson

Donaldson ch 9 what can schools do I count 15 recommendations—more possible make sure you have a list of at least 10 and that you can translate them into practice in your preschool classroom

Donaldson ch 10 rewards—how are they viewed in a culture dominated for decades by behaviorism? why do babies do things "with no reward except the successful outcome"? “we may conclude that there exists a fundamental human urge to make sense of the world and bring it under deliberate control." (116) why do we both seek out incongruities and fear them (117) coping and defending—for your development, for kids’ ? “two grave risks" attending rewards. (121) reward and recognition—how do they differ? (123) end of the chapter, beginning with the last full paragraph on p. 125 important.

Donaldson ch 11 “But human children are not plants with only one 'natural' way of growing." (128) "It means learning to move beyond the bounds of human sense. It is on this movement that all the higher intellectual skills depend." (129) "I believe that the nature of the very considerable difficulty which these skills present to the human mind has not been adequately recognized." (131) “We should then leave ourselves with more time and freedom to attend to the other aims of education, such as the development of moral values, spiritual strength, and aesthetic awareness. For there has been a long tyranny of the intellect and it is this which has led to the risk of distortion, personal and social" (133)

stages

no domain-general stages, that is, the idea that a child is at the same stage across (in Piagetian theory) all areas of intellectual development development, and learning, in general domain-specific, that is, it varies from area to area –transfer from area to area dependent on many factors, e.g., similarities –attitudes, motivation, general exploration skills transfer

development in some domains more stage-like than in others development in some children may appear more stage-like than in others stages can provide a helpful model for understanding children’s (and others’) progress in a domain, –models always over simplify the reality –never confuse the model with the reality

thinking about stages, keep in mind that development –takes place in specific cultural and historical situations –is a dynamic process full of upheavals, sudden changes, and reversals –is the life-long process of growing into culture and constructing knowledge under a variety of external and internal constraints

practical advice childrens’ development will differ domain to domain--focus narrowly on a target domain. describe in detail the end state desired-- what sorts of experts do we want kids to become select activities that engage students and that are located in socially meaningful contexts build on student’s existing skills and knowledge identify and use tools whenever possible

scaffolding

2 kinds of scaffolds –a tool separate from structure that allows people to work on the structure –a tool that supports the structure while it is being constructed and then is removed when structure or part of structure can stand alone for teaching, second type critical –helping children do things that they are not able to do on their own –the trick is learning when to scaffold and when to withdraw the scaffolding

scaffolding can take many forms, e.g., a helping hand a suggestion providing a child with some extra memory careful instructions routines mnemonics insightful grouping manipulating