The Developing Person Through Childhood and Adolescence by Kathleen Stassen Berger. Seventh Edition. Chapter 12. The School Years: Cognitive Development. Slides prepared by Kate Byerwalter, Ph.D., Grand Rapids Community College . A Prime Time for Learning.
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by Kathleen Stassen Berger
Slides prepared by Kate Byerwalter, Ph.D., Grand Rapids Community College
Concrete operational thought is the ability to reason logically about direct experiences and perceptions.
Children in this stage become more systematic, objective, and scientific thinkers–but only about tangible, visible things.
14 – 9 must equal 5! Also, imagine pouring H2O back in conservation task.
VICTOR RUIZ CABLLERO / AP/ WIDE WORLD PHOTOS
Kohlberg presented moraldilemmas and scored responses as:
Preconventional: rewardsand punishment
Conventional: emphasis on socialrules
Postconventional: moralprinciples “beyond” societalstandardsKohlberg’s Stages of Moral Development
APICHART WEERAWONG / AP PHOTO
Sensory register: registers incoming stimuli for a split second
Working memory (short term): where current, conscious mental activity occurs
Long-term memory = stores information for minutes, hours, days, months, years
Unlimited capacity (!)The Three “Parts” of Memory
Selective attention: the ability to screen out irrelevant distractions and concentrate on a task
Metacognition: the ability to evaluate a task and determine how to accomplish itImprovements in Control Processes
The curriculum for school-age children varies. Some possibilities include: reading, writing, math, arts, physical education, oral expression, religion.
Funding for education also varies greatly.
JOHN O’BRIAN / CANADA IN STOCK, INC.