1. Chapter 3 Academic Diversity – Learning Styles Introduction to Special Populations

2. Cognitive-Developmental Theory Jean Piaget Observed and based his theory of child development on the consistent (although sometimes illogical) mental processes of children Terms and concepts –Scheme Pattern of action or mental structure involved in acquiring and organizing knowledge –Adaptation Interaction between the organism and the environment includes: –Assimilation: responding to new objects or events using existing schemes –Accommodation: adjusting or creating new schemes when something new doesn’t fit old scheme –Equilibration Assimilation allows cognitive harmony (equilibrium/balance) when assimilation cannot take place, the equilibrium is disturbed, and accommodation may be employed. Equilibration is at the heart of a child’s natural curiosity.

3. Four Stages of Cognitive Development Stage 1 – Sensorimotor, (birth to 2 years); focus on sensory exploration; object permanence mastered Stage 2 – Preoperational (2 to 7 years); focus on language and symbolic expression through play; children are egocentric Stage 3 – Concrete operational (7-12 years); focus on mastering concepts such as reversibility Stage 4 – Formal operational (12 years and older); ability to reason abstractly © U.P. Images/iStockphoto.com/© AFP/Getty Images/© Stefan Klein/iStockphoto.com

4. Role of the Teacher - Facilitator Arrange the environment and experiences according to developmental level Provide real materials so child can have hands-on experiences, many opportunities to experiment with media Prepare concrete experiences before abstract Float-sink activities -> “density” Encourage imaginative play, pretending No external rewards, intrinsic

5. Sociocultural Perspective Lev Vygotsky’s Sociocultural Theory People are social beings who are affected by the cultures in which they live. Theory concentrates on the process of transmitting information and cognitive skills from generation to generation. Focus is on child’s social interactions. Views the child as adapting to his/her social and cultural interactions

6. Sociocultural Terms & Key Concepts Zone of Proximal Development –Refers to a range of tasks that a child can carry out with the help of a more skilled apprentice –When learning with others, children internalize the conversations and lessons that help them gain skills. Scaffolding –Temporary skeletal structure enabling someone to work on a permanent structure –In the case of Vygotsky’s theory, the scaffolding is other people that provide the child with the help and lessons they need until they have the ability to function on their own. Archives of the History of American Psychology - The University of Akron / © U.P. Images/iStockphoto.com / © graham klotz/iStockphoto.com

7. Ecological Perspective Urie Bronfrenbrenner Ecology: the branch of biology dealing with relationships between living organisms and their environment. Ecological Systems Theory: incorporates psychological, social, emotional, and biological aspects. Stresses the two-way interactions between parent and child

8. Ecological Systems Theory Views settings/contexts of human development as multiple systems within a larger system Terms and concepts –Microsystem: interactions of the child with other people in the immediate setting such as the home, school, or peer group –Mesosystem: interactions of various settings with the microsystem such as the parent-teacher conference or the school field trip to the zoo –Exosystem: institutions which indirectly affect the development of the child such as the school board or the parent’s place of employment –Macrosystem: involves the interaction of the child with the beliefs, expectations, and lifestyle of their cultural setting –Chronosystem: refers to the influence that the changes over time have on development

9. Figure 1.4 The Contexts of Human Development

10. Figure 12.6 Gardner’s Theory of Multiple Intelligences