Week 2 Notes .docx - [Monica[2[12 Here’s my one-page(single-spaced outline of the main reading(textbook chapter for the week Piaget and Concrete

Week 2 Notes .docx - [Monica[2[12 Here’s my...

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[Monica] [2] [12] Here’s my one-page (single-spaced) outline of the main reading (textbook chapter) for the week: Piaget and Concrete Thought Piaget’s theory is a classic stage theory (discontinuity); thinking is concrete operational in middle childhood - Horizontal decalage – idea that at each level certain concepts appear in sequence over months or even years - Middle childhood children able to categorize and arrange logical series. Helps children to know how to recognize things and to do math. Vygotsky and Culture Believed that an educational system based on memorization rendered the child. - Stresses instruction from teachers and mentors who provide support and engage children in their ZPD. - Culture and context affect more than academic learning. It affects how and what children learn. They also learn social skills. - Information processing perspective: people accumulate large amounts of information like computers. Seek relevant facts, analyze, and express conclusions. Guides teachers on what concepts and skills are crucial foundations for learning. Practice is crucial for learning information because children do not suddenly grasp logic in the concrete operational stage. - There are three major steps in the memory process – sensory memory, working memory, and long-term memory. These are affected by maturation and experience. Working memory is important for reading and connecting certain phrases and sentences. Cultural differences can also a child’s memory development and strategies on how to memorize certain things. o Long term memory includes storage and retrieval Knowledge and Memory - As the knowledge base grows, children are better able to judge accuracy, what is worth remembering and what is insignificant. - Past and current experiences increase the knowledge base. Motivation is also tied into this.
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