1. Week 5 – Human Development pg. 39 (right)  Piaget’s Theory of Cognitive Development  Vygotsky’s Sociocultural Theory of Cognitive Development  Information Processing  Memory Techniques  7 plus Seven  Homework Homework

2. Piaget’s Theory of Cognitive Development pg. 41 (right) Cognition- The ability to think and reason. Piaget believed that intelligence came from action. He held that children learn through interacting with their surroundings and that learning takes place after development.  Sensorimotor Stage  Preoperational Stage  Stage of Concrete Operations  Stage of Formal Operations

3. Piaget’s Theory of Cognitive Development in Plain English pg. 40 (left)  Read over the handouts given and explain how you saw examples of egocentrism from the pre-operational stage in last weeks documentary 7-Up.  The handouts are located on the wiki: Click on the link below.  Human Development –Chapter 8- They are titled Piaget in Plain English Human Development –Chapter 8

4. Vygotsky’s Sociocultural Theory pg. 43 (right) Vygotsky felt that learning happens as children interact with more experienced members of their culture (parents, teachers, older siblings). As the child participates in activities just outside of their cognitive abilities (with help) they will eventually learn to function on their own in a more advanced, intellectual way. Thus learning takes place BEFORE development. Educational Strategies used in the classroom as a result of Vygotsky’s research include:  Scaffolding or Zone of Proximal Development- adjusting the amount and type of support offered to the child to suit the child’s abilities, withdrawing support as the child becomes more skilled.  Reciprocal Instruction/Community of Learners- supporting learning through social interaction.  Guided Participation- children learn by participation and guidance from more experienced people in community activities.

5. Content Activity using Scaffolding pg. 42 (left)  Think of a lesson that you have recently used in the classroom or plan to use soon.  Explain how you could apply or have already applied Vygotsky’s Zone of Proximal Development and Scaffolding to make the lesson more successful for all of your students. If needed, refer to page 300 in your text.

6. Information Processing pg. 45 (right)  Using page 314 in your textbook, explain how the Information Processing approach is similar to a computer.

7. Memory Abilities pg. 47(right)  Memory span- amount of information we can hold in our short term memory, improves between infancy and adulthood.  Semantic memory- includes all knowledge and facts about the world a child has.  Episodic memory- includes memory for specific events.  Mnemonic Strategies-Discovery Learning video.htmMnemonic Strategies-Discovery Learning video.htm

8. Memory Techniques pg. 46 (left) Familiarize yourself with the following strategies:  Rehearsal  Organization  Elaboration Once you are familiar with these strategies, complete Handout #9A-Who ordered Pecan Pie.

9. Homework  Read chapters 10 and 11 and complete on-line quizzes.  Pg. 48 (right)-Journal Response: Given what you have recently read concerning changes in thinking and problem-solving abilities in childhood, why do you think formal schooling begins at age 6-7 (first grade)?