CHAPTER 14: Supporting the Development of the Cognitive Self

1. CHAPTER 14:Supporting the Development of the Cognitive Self The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

2. Approaches to Supporting the Development of the Cognitive Self • The Information Approach • The Conventional Approach • The Emergent Approach

3. Basic Concepts of the Piagetian Approach • Piagetian Categories of Knowledge • Social-Conventional Knowledge • Physical Knowledge • Logicomathematical Knowledge

4. Basic Concepts of the Piagetian Approach • Piagetian Stages of Development • Sensorimotor Stage (0-2 years) * • Preoperational Stage (2-7 years) • Concrete Operational Stage (7-11 years) • Formal Operational (11-15 years) * Ages represent the average age of acquisition

5. Basic Concepts of the Piagetian Approach • Piagetian Stages of Development (cont.) • Limitations in Preoperational Thinking • Differences in Children’s and Adults’ Thinking • How Children Construct Knowledge • What Can Teachers Do to Help Children Develop Fully at Each Cognitive Stage?

6. Basic Concepts of the Piagetian Approach • Four Factors That Promote Cognitive Growth • Maturation • Experience • Socialization • Equilibration

7. Specific Mental Operations or Mid-Level Skills the Preoperational Child is Working On • Classification • Matching, Grouping, Common Relations • Seriation • Graduated Ordering, Temporal Ordering • Cause and Effect • Cause and Effect Relationships • Conserving Quantity

8. Specific Mental Operations or Mid-Level Skills the Preoperational Child is Working On • Develop Needed Materials • Provide Consistent Opportunities for Practice • Above All, Make Certain the Activities Are Interesting

9. Some Practical Suggestions About Presenting Mid-level Thinking and Reasoning Skills in the Curriculum • Matching • Help Child Grasp Concept of “Same” and “Different” • Provide Good Materials • Provide a Variety of Experiences • Ask Questions • Increase Difficulty • Grouping • Sorting Objects Into Categories • Categories Should be Meaningful to the Child • Ways to Present Materials

10. Some Practical Suggestions About Presenting Mid-level Thinking and Reasoning Skills in the Curriculum • Grouping • Sorting Objects Into Categories • Categories Should be Meaningful to the Child • Ways to Present Materials • Present a Variety of Grouping Experiences • Matching is not the Same as Grouping • Perceiving Common Relations • Pairing • Opposites • Ask Questions • Increase Difficulty

11. Some Practical Suggestions About Presenting Mid-level Thinking and Reasoning Skills in the Curriculum • Understanding the Relationship Between Simple Cause and Effect • Get in the Habit of Asking Cause-and-Effect Questions • Set up Experiments • Encourage Children’s Hypothesis Testing • Ordering • Spatial Seriated Ordering • Temporal Ordering • Conserving • Provide Materials and Experiences for Conservation Development

12. Use Questions That “Provoke” the Children into Thinking for Themselves as Their Ideas and Mental Abilities Emerge • Sort Out the Different Kinds of Teacher-Generated Questions: Understand the Difference Between Using Fact and Thought Questions • Convergent Close-Ended Questions • Fact • Figuring Out • Divergent Open-Ended Questions • Asking-for-Opinion Questions • Asking-for-Reasons Questions • How-Can-We-Find-Out Questions

13. Use Questions That “Provoke” the Children into Thinking for Themselves as Their Ideas and Mental Abilities Emerge • Wait for Answers and Ask Only a Few Questions at a Time • Resist the Impulse to Always Answer the Children’s Questions Yourself • Encourage the Child or the Group to Produce More Than One Answer • What Else? • What If?