Kindergarten and Piaget

Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

Piaget claimed that children were in charge of the construction or the building of their own knowledge and that construction was superior to instruction (Gordon and Browne, 2004). Piaget thought that educators should provide a stimulating environment and have the children explore. Teachers should watch and also interact with the children, but they should let the children find and experience new ideas and knowledge on their own. (Crain, 2005)One of Piaget's major contributions is what is known as the general periods of development. He found four major general periods or stages of child development (Crain, 2005, p. 115): Sensorimotor Intelligence (birth to two years). Babies organize their physical action schemes, such as sucking, grasping, and hitting. Preoperational Thought (two to seven years). Children learn to think but their thinking is illogical and different from that of adults. Concrete Operations (seven to eleven years). Children develop the capacity to think systematically, but only when they can refer to concrete objects and activities. Formal Operations (eleven to adulthood). Young people

The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

Explain how the range of early years settings reflects the scope and purpose of the sector

In a 4th grade classroom the students can begin looking at the language used. For example, “They toss out shoes like they’re throwing footballs.” This is a great example of a simile. “Flames pounce up the side of our building.” This is a perfect example of personification. What does this look like to students? What animals pounce? What would flames pouncing look like? Tone, imagery, theme, symbolism (the two cats from different owners of different races holding paws), foreshadowing, point of view, conflict, diction, etc.; this book is filled with topics to discuss with students. I found myself easily considering bringing this story to use with my 6th graders. In a middle school classroom this book would be great to begin a discussion on racial issues or riots. Also, really understanding and breaking down the text and what the author is creating by the end of the story is something younger grades might not pick up on yet. 6th grade can really comprehend what Eve Bunting was trying to accomplish with this

Older students can dissect an owl pellet. We can take the lesson further and explore what animals stay in the winter and how they survive. Since this is a story of what a boy did with his father, perhaps the students can discuss or write about an activity they have done with a parent, grandparent, or friend. I remember writing a short story when I was seven, about snowmobiling with my grandfather. I drew a picture with the story; I think my mother laminated it.

TT: “Today we are going to practice adding one digit numbers. I am going to demonstrate on the board. 9+1 = 10, 5+3 = 8.” The numbers will have the same number of animals on each number. Example, the number 9 will have animals on it. The number 1 will have 1 animal. The teacher will show flash cards with 2 numbers. The teacher then calls on students randomly and asks students to answer the flash cards. Students will be reminded that they cannot use fingers and are to try to know the answers from memory. If students get the answer wrong the teacher will tell each student to count the number of animals. This activity can be differentiated to meet the needs of students with specific learning disabilities by providing additional visual cues to help with the addition. I anticipate the animals will help all students but particularly students with specific learning disabilities. Additionally, students with specific learning disabilities will be provided items they can physically move (example 9 beans and 1 bean) to help them learn the concept

Bakhet is also in Mrs. James class. With Bakhet, I decided to use the alphabet flashcards because he is a level one ESl student. I wanted to see how well he knew his letters and the sounds each letter makes. Bakhet knew his letters well but did not know most of the sounds. I decided to run through some letters sounds with him and relate them to an animal or object.Bakhet seemed to grasp the concept a little. I ended my session with Bakhet by reading a book to him. He seems to enjoy the book. He listened quietly and paid close attention to the story. One of the last students I interacted with in Mrs. James class was Henry. A seven-year-old Haitian boy. Since Mrs.James , his first-grade teacher, told me he knew how to write stories well that

Example: The brown bear looks like he has fur because of the lines and the different colors. Also, ask the students what do they think the bear feels likes and why do they feel this way. After reading and discussing the book have the students think of an animal that was in the book or a different animal that they would like to draw and paint. Once the children have chosen their animals, pass around white multipurpose paper. Have them cut the white multipurpose papers in half (the long way). The children will then write the name and color of the animals they have chosen at the bottom of each page. Ask the children about the colors of the animals they have chosen. Have them explain why they chose that color for the animal. After the colors have been chosen, the children will collect each color paint. They will then pour a small amount of each

My storytelling assignment was an eye opening experience into the vocabulary and imagination of my second grade student Lila. During rotations I asked Lila if she would like to tell me a story. I let her know that it could be any story, make believe or real, that she wanted to share with me. When asked if she wanted to draw a picture before or after her story, she chose the first option. She immediately started drawing a picture that had four fish in different colors and sizes and was explaining who the fish were as she was drawing. She stated “This is the mommy fish, this is the daddy fish, and this is the baby fish Lila, and this is Lila when she got bigger.” Then she began her story about a family of fish who went on an adventure, and

During the reading of the book, it seemed as if all the kids were very attentive. I knew this because as I was reading, all eyes were on me. They even were asking questions about the animals. After I read about one animal, the kids would start making the sound that the animal made. They also were very excited to be able to press the button and feel the animal. I also tried to include recall questions

Focusing on children’s development and developing a proper classroom and lesson plan well help you to properly prepare and help each student in your center. Throughout this paper we will summarize Piaget’s Stage Theory, identify and describe the developmental characteristics of the age group of 2-4 years old, design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory, and create an activity for each developmental domain.

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities