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Child Development Piaget Author Daniel Dunlevie April 001Q.1 Provide and explain three examples of the ways in which Piagets theory underpins constructivist approaches in educationEducation practice has been majorly influenced by the Piagetian constructivist approach to such a degree that is the main base to current classroom practices (Tutorial, 14/05/01). Piaget defines the teachers role as working a balance between actively guiding students in the way they think and also to provide the students with opportunities to explore the learning topics for themselves (Thomas, 16, p.6). The constructivist principle is that the childs learning process is through their own activities of exploring their environment. The child learns by discovering through exploring the differences between their prior knowledge and their exploration - action-based self-discovery (Brainerd cited in Siegel & Brainerd, 178, p.7). There are several ways in which Piagets theory underpins the constructivist approach in education, the first is by having a learning environment in the classroom that motivates mental activity (Tutorial, 14/05/01). A learning environment for children that stimulates curiosity gives the students an opportunity to explore certain fields and gets them involved in questioning and finding answers to why things are as they are. Thus an active learning environment that motivates mental activity is beneficial to the students as they can become more involved their own learning. Piaget (150) explained that children rely more on their learnt knowledge about the world and how things work, as Piaget stated evidence of its own eyes (cited in Atkinson, 18, p.5).
This leads to the second way in which Piagets theory underpins the constructivist approach with the teacher finding meaning and relevance for the students in learning activities (Tutorial, 14/05/01). The teacher must teach the students in a developmentally appropriate way through problem solving learning activities (Lecture, 0/04/01). In doing this children are able to work out problems through their own developed thinking patterns to assist them in understanding and applying what they have learnt to actual problems, and consequently being reward by finding an answer to the problem. A third way in which Piagets theory supports the constructivist approach is by the teacher being aware of the students intellectual readiness to learn (Tutorial, 14/05/01). The teacher must match their teaching practices to childrens abilities so the student is not out of their depth to what they are being taught (Lecture, 0/04/01). Piaget identified that childs cognitive development is a gradual process therefore children going through schooling will be at different levels of what they are ready to learn (Lecture, 0/04/01). Thus the teacher should recognise this and set tasks accordingly. Piagets theory underpins constructivist approaches in education through the students learning being based on their exploration and discovery to help develop their understanding. Q. Discuss the role of the teacher in scaffolding childrens learning and highlight the characteristics of effective scaffolding for primary school aged children.Vygotsky considers that children cannot always naturally learn on their own and they need someone with greater knowledge to plan and guide their learning (Dixon-Krauss, 16, p.60). The difference between the childs actual development level and their potential level of development is called the zone of proximal development (ZPD) (Lecture, 07/05/01). By working together with the teacher a child is able to carry out activities that are just beyond their own independent abilities (Thomas, 16, p.17). The teacher who considers the ZPD arranges the environment and creates a process defined by Jerome Bruner as scaffolding (Lecture, 07/05/01). The role of the teacher in scaffolding childrens learning is to guide the child through the learning task so the child can develop increasingly complex concepts. A study conducted by Wells showed that much of a childs learning occurs in the context of purposeful practical activity engaged in with an adult which shows that a child benefits from a more knowledgable other (Wells, 185, 155). In scaffolding the childs learning the teacher is making it easier for them to understand the task and learn from the knowledge of the teacher learning the correct way to do the learning task. A characteristic of effective scaffolding for primary school aged children is through using language which plays an important role in scaffolding childrens learning as by the primary school level the child has grasped language to a degree in which they can understand verbal directioning (Lecture, 07/05/01). Using language allows the child to use an already acquired skill making it easier for them to understand the learning task. Another characteristic is using repetition and going through the task at a reasonable pace which assists the child as they are able to mimic the teacher whilst not feeling rushed that would mean they would not get the full benefits of the scaffolding technique. Bruner identified that the teacher must provide a scaffold that narrows the tasks sufficiently for the learner, making it neither too easy nor too difficult. He sees the necessity for the teacher to focus on literacy instruction whilst understanding the students reading, writing and response processes to plan appropriate instruction (Dixon-Krauss, 16, p.61). Scaffolding is an effective teaching technique for primary school children and through careful planning a teacher can develop a childs knowledge allowing them to advance their own wisdom. Q. What leads to a growing sense of competence in primary school aged children and how can teachers encourage industryWhen children come from their homely sanctuary into a new, imposing schooling world some children embrace the schooling life and other find it a struggle to adapt to the learning curriculum. A growing sense of competence in primary school aged children is achieved by the way in which the teacher teaches. The teacher must make their learning tasks challenging yet attainable for the students so they feel they have to work but they can obtain their goal. The curriculum must be integrated into students existing understandings and interests so they can find relevance in the learning activities they are doing (Lecture, 14/05/01. This makes the children more interested in the learning topic and by them having background knowledge to certain things makes them feel like they are familiar with an aspect of the learning so they become more competent. Finally the teacher must be flexible in the learning activities they set (Lecture, 14/05/01). For example if a lesson is going really well and the children are getting enthusiastically involved in the activity the teacher should exploit this by making the lesson go on for a bit longer so the children can really get into the exploration of learning. For the students who enjoy their learning and can obtain a sense of achievement then the child will obtain a growing sense of competence. This competence will benefit the child for the rest of their lives. Teachers obviously play a major role in developing the competence of primary school aged children, and in improving their sense of competence in learning the teacher can develop the child into an industrious learner. In order to make the child work hard the teacher must look at their learning activities and the way they teach. As identified in a tutorial the teachers role is to make learning interesting and enjoyable for the students, making it involving and open their eyes to new experiences (05/0/01). The learning activities and the way the teacher teaches should bind all this in to create a learning environment that creates an interest for the children to enjoy what they are doing so although they are working hard, they are enjoying it. The teacher should format their lessons to match strategies to childrens abilities so they are not overwhelmed, have opportunities for active learning so they can get actively involved in the task and the teacher should encourage problem solving so the children can get a sense of achievement (Lecture, 14/05/01). If children feel like what they are doing is too much of a unenjoyable task they will lose interest in what they are learning and therefore not apply themselves fully to the topic. That is why the role of the teacher is so important in growing of primary aged childrens sense of competence. Q.4 Define the levels of the brain and the orientation of these levels in relation to childrens functioning. Use examples to discuss critical periods and the role of experience on the development and organisation of the brain in young children. In your answer explain why it is important for teachers to be aware of any signs of delayed development in young children.There are three levels of the brain which are Brainstem, Limbic and Cortical. The orientation of these levels in relation to childrens functioning is that the Brainstem controls functions vital to living such as controlling the heart rate and rate of respiration, as well as controlling some of the stages of sleep. It also controls automatic movements such as those involved in fighting and sexual behaviour whilst it decreases sensitivity to pain during these behaviours (Calson & Buskist, 17, p.110). The Limbic controls emotions and drives feelings and expressions whilst the Cortical controls conscious awareness, planning and regulation and is also the part that learns, speaks and thinks (Lecture, 1/05/01). Whilst the brain is developing there are critical period for children to optimise their learning. These are times when neural networks are developing with synapses forming and networks becoming organised for experience. Such experiences include musical exposure through learning an instrument or being around musical performers and being exposed to sporting activities which would improve motor skills. Depending on each childs experiences the size of brain regions and integration between them develops differently in each child through the varied experiences. This is because experience stabilises synapses and establishes neural networks leaving the synapses which are not used to be pruned and removed causing the brain to develop differently in each person depending on experience (Lecture, 1/05/01). For example a person who was exposed to music would be more developed in the brain regions that are stimulated by music. Similarly, if the same person had not been exposed to sporting activities they would have less developed brain region that deals with physical motor skills. Teachers need to remain aware of any signs of delayed development in young children as early intervention is the best way to improve development as functions can be permanently lost if the childs development is addressed late. Loss of function represents a loss of neural synapses and the only way to fix this is to expose the child to rich experience which retains synapses, which is why the teacher must remain aware so the child can be developed to a level which benefits the rest of their life (Lecture, 1/05/01). References Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire
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