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1. Introduction

1. Introduction. 2. Fact or Fiction?. 3. Building on Theory . 4. Language. 5. Teaching and Learning. 6. Closing Thoughts. 2. Introduction. [Video: Middle Childhood – Cognitive Development Introduction]. 3. Cognitive Development. Fact or Fiction?. Fiction. Fact.

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1. Introduction

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  1. 1. Introduction 2. Fact or Fiction? 3. Building on Theory 4. Language 5. Teaching and Learning 6. Closing Thoughts 2

  2. Introduction [Video: Middle Childhood – Cognitive Development Introduction] 3

  3. Cognitive Development Fact or Fiction? Fiction Fact 1. During middle childhood, cognitive processes become logical and abstract. 2. The basic cognitive processing capacity of school children does not differ greatly from that of preschoolers. 3. Many children between ages 7 and 11 excel at switching between formal and informal forms of language. 4. The best strategy for teaching a school-age child whose language is a nonstandard form is to conduct all instruction in Standard English. 4

  4. concrete operational thought: Piaget’s term for the ability to reason logically about direct experiences and perceptions. Piaget and School Age Children Fritz is taller than Daphne. Daphne is taller than Nino. Who is taller: Fritz or Nino? According to Piaget, how would a 9-year-old answer? According to Piaget, how would a 4-year-old answer? A 9-year-old has reached concrete operational thought and will probably answer correctly that Fritz is taller. A 4-year-old cannot yet think with logic; the question would stump the child. Nino Daphne Fritz 5

  5. Piaget and School Age Children [Video: A Journey Through Middle Childhood: Clip D] 6

  6. Information Processing metacognition: “Thinking about thinking,” or the ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one’s performance on that task. What is metacognition and how do children use it to solve problems? For example, in an experiment, researchers (Klahr & Nigam, 2004) asked 112 third- and fourth-grade children to create experiments in which variables were controlled. They used the ramps you see here. Using these same ramps, how would you design a scientific experiment to determine the effect of distance or steepness? 7

  7. Vygotsky and School-Age Children In one study of more than 1,000 third and fifth graders in 10 U.S. cities, what three factors (related to intellectual activity) correlated with high-scoring students? families (parents who read to them during toddlerhood) preschool programs (with a variety of learning activities) first grade (with literacy emphasis with individual evaluation) FACTOR FACTOR FACTOR guided participation: The process by which people learn from others who guide their experiences and explorations. scaffolding: Temporary support that is tailored to a learner’s needs and abilities and aimed at helping the learner master the next task in a given learning process. Zone of Proximal Development (ZPD): In sociocultural theory, a metaphorical area, or “zone,” surrounding a learner that includes all the skills, knowledge, and concepts that the person is close (“proximal”) to acquiring but cannot yet master without help. 8

  8. Vygotsky and School-Age Children [Video: Interview with Robert Siegler] 9

  9. Pragmatics Does this student mean what she says… and what she does? Hey, what’s up? Professor pragmatics: The practical use of language that includes the ability to adjust language communication according to audience and context. Student 10

  10. Pragmatics [Video: A Journey Through Middle Childhood: Clip B] 11

  11. Second-Language Learning What are some second-language learning strategies? immersion bilingual schooling A strategy in which instructionin all school subjects occurs inthe second (usually the majority) language that child is learning. A strategy in which school subjects are taught in both the learner’s original language and the second (majority) language. Learning asecond language ESL (English as a second language) An approach to teaching English in which all children who do not speak English are placed together in an intensive course to learn basic English so that they can be educated in the same classroom as native English speakers. 12

  12. Phonics approach: Teaching reading by first teaching the sounds of each letter and of various letter combinations. Whole-language approach: Teaching reading by encouraging early use of all language skills—talking and listening, reading and writing. Greater emphasis on basic math skills Encourage a broader, conceptual understanding of the subjects in math Curriculum In the United States, what are the two basic approaches for learning readingand math? 13

  13. Curriculum [Video: Phonemic Awareness Task] 14

  14. The Outcome National Assessment of Educational Progress (NAEP): An ongoing and nationally representative measure of U.S. children’s achievement in reading, mathematics, and other subjects over time;the NAEP is nicknamed the “Nation’s Report Card.” What are the local standards U.S. states set for children’s reading proficiency? Rating Fourth-Grader’s Reading Proficiency: The Gap Between NAEP and the States Percetage-Point Difference in State vs. Federal Proficiency Ratings 0-20 21-40 41-60 61+ 15 Source: EPE Research Center, in D.J. Hoff, 2007, p.23.

  15. The Outcome What were internationalmath achievement outcomesfor fourth-graders in 2007? Trends in Math and ScienceStudy (TIMSS): An international assessment of the math and science skills of fourth- and eighth-graders. 16 Source: TIMSS 2007 International Mathematics Report (Mullis et al., 2008).

  16. Education Wars and Assumptions The best approach is charter schools! I support public schools with their own setof standards that are funded and licensed by the state or local district in which they are located. The best approach is not to drain public funds from public schools into vouchers and charter schools, but to better manage public education, by allowing the rewarding of good teachers and methods with merit pay and protection from firing rather than basing these on seniority! The best approach is vouchers!I support parents’ right to choose the school for their child, with some or all of the cost of that’s child’s education borne by the local government. Vouchers will allow parents to choose either public or private schools.

  17. Education Wars and Assumptions [Video: University of California Links Program: Clip B] 18

  18. Culture, Gender and Education What are some gender differencesin school performance? In middle childhood, girls typically get higher grades than boys do. Then, at puberty, girls’ achievement dips.(Williams & Ceci, 2007) Processing speeddevelops more slowlyin boys, a finding that implies the existence of differences in male and female brains.(Camarata & Woodcock, 2006) 19

  19. Closing Thoughts How can we use what we know about cognitive development to best plan education for kids in middle childhood? 23

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