1. week 5

2. Donaldson ch 6 " timeless meaning" and meaning in the "ongoing flow of 'real life'." (57) thinking of the child’s task as learning what language is for the adult (58) Piaget not interested in language learning and sensitive to difference between what language is for adults and kids, but when he uses language in research with kids forgets this difference (58) conservations tasks—children under 7 fail them "sheer linguistic form“: can meaning of language override meaning of situation (61) "It is possible, without invoking inability to decenter, to allow that something like 'domination by the look of the thing' may occur." (63). salience (65) "Underlying this suggestion is a whole set of very fundamental notions about the ways in which we relate to the world. Of these, the most important is the idea that this relation is active on our part from the beginning. We do not just sit and wait for the world to impinge upon us. We try actively to interpret it, to make sense of it. We grapple with it, we construe it intellectually, we represent it to ourselves....we are, by nature, questioners” (67) the three things influencing the child's interpretation (68) ask your roommate if milk is bigger than water. (71) “a common but naive assumption that understanding of a word is an all or none affair“ (73)

3. neoteny as we evolved as a species, our development slowed down –we stay infants all our lives the “American question” (the hurried child) importance of seeing school as important for the present, not as preparation for the next year—getting kids ready for now goal not to speed development up but to enrich and broaden it

4. Donaldson appendix how knowledge develops self-regulation and equilibrium assimilation and accommodation continuity, change, order, and speed stages: –sensori-motor (0-18 months) –concrete operational (18 months – 11) preoperational (18 months – 7) operational (7- 11) –formal operational

5. seeing possibilities not in the kids may not be in the world as we know it World Cup round 1: –9/24, 9/25, 9/27, 9/28 –fifaworldcup.com

6. Piagetian post-Piagetian young solo scientist young social apprentice/explorer what child can do alone what child can do with others stages varies by domain—development generally not stage-like development: inside to outside development: outside to inside structural constraints human & cultural constraints egocentric child able to decenter cognitively and socially cognitively and socially capable limited kids kids focus on what kids can’t do focus on what kids can do learning follows development learning leads development culture not important culture central adults and children different adults and children similar primacy of cognitive importance of social formal logical understanding making sense language as formal system language as meaning-making tool

7. conversation reports 20 minutes minimum word processed –names upper left –“conversation report 3” upper right –title centered –time and place at bottom evidence that you are exploring other perspectives, e.g., do books stay in print for 25 years and get translated in 20+ languages for no good reason

8. being open-minded being willing to exchange one’s ideas for better ideas constantly challenging one’s ideas having strong beliefs but seeing that others have equally strong ones understanding that ideas and beliefs grow and change, and that no explanation is final

9. I take open-mindedness to be a willingness to construe knowledge and values from multiple perspectives without loss of commitment to one's values. Open-mindedness is the keystone of what we call a democratic culture. (Bruner, 1990, p. 30)