Schema Theory And Cognitive Development Procedures For Teaching

Within the elementary classroom, there is a copious amount of rules, guidelines and considerations a teacher must take into account. Learning theories such as social, cognitive, and behavioral learning should be implemented to provide framework and boundaries for the children. When incorporating learning theories in the classroom, it is important to have a clear understanding of how they work and how they will benefit the child and the teacher. These particular theories allows the teacher to run an efficient and effective classroom from day one.

In Language Arts: Patterns of Practice by Gail E. Tompkins, the focus of chapter one is how students learn. Children organize information learned into schemas. A schema is an organizational system in the brain that is broken into three categories: categories of knowledge, what determines a category and what is included in the category, and how they connect to each other. When a child learns something new, it causes disequilibrium of the brain. The children work the new information into one of the schemata so that equilibrium is achieved. Children also use learning strategies to solve problems. Each child has different learning strategies that fit their needs best. Children also need social interactions in order to learn language arts.

Which reminds me about a couple things that I had learned during the semester in class. For example, Bronfenbrenner’s ecological systems theory. His theory claims that children are direct products and are even producers of each interdependent environment, in which exposed. Everything that we are exposed to from our microsystems to our macrosystems, it all helps to create the type of environment that in turn helps us to produce our many schemas. Our schemas are how we explain the information that we have. In order to process new information and how we react to new situations are all based upon each of our many schemata. One example was when Duraid took me to lunch at one of his favorite places to eat. The restaurant specialized in Middle Eastern cuisine, and it was all completely new to me. Duraid described for me each of the different foods and which his favorites are. Everything about this place was completely new to me, the food was different, the environment of the restaurant was different, even the way that the food is supposed to be eaten was different. I was raised to eat using utensils as opposed to using my hands, which is considered rude. However with Middle Eastern cultures, using your hands instead of your fork, spoon or knife is considered the norm. This activity really caused me to adjust my schema in the way that

There are many different theories of development which we use to understand children’s behaviour, reactions and the way in which they learn.

A schema is a concept that organizes information. Piaget calls his cognitive development concepts schemas (Myers, 2014).

Currently I am in Psychology 111 and recently we went over the science behind learning; a very basic way humans learn is through conceptual schemas. We have in our mind a prototypical idea of something and we compare everything new we see to those preconceived notions. This way of learning helps to explain why humans are so easy to stereotype and frequently oversimplify people, places, and ideas, often to our own detriment. The learning of most of these prototypes happens very early in our development and is completely at the mercy of our environment. For example when looking at gender identities, children will have already begun “to

This paper will briefly describe the targeted instructional setting that is the foundation for the discussion that follows. Then this paper will present the implications of several theories of cognitive development on the curriculum and instructional strategies used within the targeted instructional setting. These include the cognitive development theories of Jean Piaget and Lev Vygotsky, among others. Based on these theories, two recommended adjustments to the curriculum content for the targeted instructional setting will be presented along with a justification for the recommendations. This is followed by a recommendation of two instructional strategies for the targeted instructional setting and a justification for the recommendation.

A schema is a cognitive pattern or structure comprised of beliefs and perceptions. Worldview is a type of schema, which can be formed by cultural cues, family socialization, and identity. Schemas can change over time, and they can be helpful for organizing the complex world. Some schemas are helpful in that they anchor the mind and emotions in the midst of an overwhelming amount of information and stimuli in the environment. However, schemas can easily become maladaptive. Examples of how schemas become maladaptive are most noticeable with regards to stereotyping, biases, and paranoia. Abuse and trauma can significantly and adversely impact an individual's schemata. Conflicting schemata can also lead to experiences of cognitive dissonance or confused identity.

Bright Starz is a planned non-profit child development center for children from the ages 3 to 5. Our Bright starz goal is intended to enhance Cognitive Development by implementing it into our activities at school. Cognitive Development is “the construction of the thought process including remembering problem solving and decision-making from childhood though adolescences to adulthood”(Georgia Department of Early Care and Learning, 2015). At Bright Starz Cognitive Development is our main focus and we center all our activities around it.

Schemas are detailed cognitive networks stored in long term memory. They organise and relate information from past experiences to represent an individual’s construal of different objects and events (Eysenck & Keane, 2015). Similar cognitive networks about oneself are self-schemas. According to Markus (1977) these guide self-related actions and behaviour, and form self-concept. This knowledge is important for improving oneself, building self-esteem, and striving for success (Suls & Wheeler, 2011). The initial development of schemas and self-awareness is thought to occur in childhood; detailed in Piaget’s Stage Theory (Piaget, 1976). Rather than exploring child cognitive development, this essay will discuss some of the theories of individual self-schema development and some ways they are maintained under threat.

Overview: Schema Theory is part of the cognitive theories of learning module and deals with how the brain processes new knowledge (Chalmers, 2003). Schemata are packets of prior knowledge that have been stored in a learner’s memory. Each learner has developed schemata that are based on prior experience and knowledge. Learners seek to connect new information with prior knowledge and use generalizations to assist in organization of information. Schema Theory is focused on conceptual learning and states that knowledge seeks organization in order to develop meaning (Anderson, 1984).

Successful college experiences revolve around three major areas: the transition, being successful in classes/schoolwork, and involvement. These three areas have been determined from my work in the Housing and Residential Programs Department for the past three years, as this is my first lass focusing on student development theories. The three areas are must all be present in some way, shape, or form in order for success. The first step is the transition from high school to college. This is inclusive of moving away from home, and entering into an entirely different miniature society. Incoming students need to learn to adapt to their new surroundings, develop relationships, and a find their support system. Adaptation is important, for many

There are a variety of teaching methods that can be used for the purpose of developing cognitive abilities (Bastable & Doody, 2007). In order to attain the goal that I

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently