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Example research essay topic: Red Riding Hood Cognitive Development - 1,395 words

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Classroom Observations Childrens cognitive development plays a central role in their learning processes and abilities. Understanding their cognitive development enables teachers to meet the unique needs of each child. Both Piaget and Vygotsky were constructivists, who believed students learn new information by connecting it to what they already know. They believed learning is affected by the context taught as well as by students' beliefs and attitudes. Piaget and Vygotsky both believe that the boundaries of cognitive growth are established by societal influences.

Piaget held that children learn through interacting with their surroundings and that learning takes place after development. Vygotsky felt that learning happens before development can occur and that children learn because of history and symbolism. Vygotsky believed children value input from others and their surroundings. Piaget did not place importance on the input of others. Young children know what kind and how much. They remember, evaluate, and understand convergent and divergent operations.

A young childs multi-factor intelligence may be based on three dimensions, operations, contents, and products. Contents are figural, symbolic, semantic, and behavioral. Products are units, classes, relations, systems, transformations, and implications. Additional assessments are available for assessment of gifted children and reading and cognitive style. All young children enter school not knowing what to expect. Students who come from less than ideal conditions need to have clear and consistent behavioral and academic expectations established, maintained, and understood by them.

Classroom rules must be visible for all students to see. Teachers need to set and maintain high expectations for academics and behavior. Children do what we expect of them. Consequences with an emphasis on teaching should be posted. Rules must be consistent, developmentally appropriate, and consider each individuals educational and social needs. One goal of early childhood education is to create a positive caring environment where children and adults are respected as valued members of the learning community.

The goal is a safe, creative, nurturing environment where students and staff are enthusiastic about learning and sharing ideas. It is important to develop each childs talents. No child left behind! Young children learn to show respect.

They then learn to listen to the teachers direction and to use quiet voices if speaking. They must learn to complete their work. They must listen to responsible adults, and raise a hand if they have a question. Polite words are encouraged. They must ask permission to use things. They must listen politely with their eyes on the speaker.

Getting dressed requires deciding what to wear or knowing where ones clothes are. Getting dressed requires some conscious thought, which colors match, how to tie shoes. A child who can tie a shoelace has learned it in the past. One child finds it easier to pull a shirt over his or her head than to button a shirt or blouse.

Another child finds buttons or velcro easier than pulling a shirt over his or her head. In Piaget's third stage of cognitive development ages seven to eleven, children experience a dramatic change in the way they think. Thinking becomes less egocentric and more logical. Reversibility, the ability to perform a mental operation and then reverse one's thinking to return to the starting point, manifests itself prominently during this stage. In keeping with the cognitive development levels of Piaget, most of the students were describing a character to develop into a short story. We discussed development of their character as they matured, and the development of the story character.

Andre took his paper and look around the room and at his desk, then he began tearing his paper up into little squares. I asked him to please describe his character on another piece of paper. He refused. I asked him if he wanted to talk to his mother. He said, I do not have a dad. My mother is too busy to talk to me now.

I told him I wanted to teach him. He still tore his paper up into neat progressively smaller squares. On the phone his mother told him to do the assignment. He returned to his desk, where he drew the most interesting character with his eyes only partly open. His character was leery.

His adjectives were of a totally different nature than the adjectives used by others in the class. It was wonderful. Vygotsky's theory of private speech or self talk helped Andre think through this issue and resolve it. Vygotsky's idea of a proximal development zone as the level of development immediately above a person's present level certainly applies. The optimal learning level is slightly above what the children can do without effort. This level holds their interest and stimulates their thoughts.

Vygotsky described this level as the zone proximal development to achieve maximum learning. Andre was willing to participate in class after he learned that his effort met with a positive response. In response to the story of Little Red Riding Hood, he asked, Why doesnt Little Red Riding Hood have to tell the big bad wolf she was sorry? As any teacher knows, discipline and teaching the entire group and meeting the objectives of the lesson plan is the task. Children are at various levels of maturity. It seems best to recognize their individuality.

Some boys who could not sit still found themselves in the front of the classroom composing their love poem or sonnet. They wrote a modern version to preachers, teachers, and the mothers role, who gave them her soul! They would not sit and write such a poem, but from the front of the classroom sharing memories from church, they composed a beautiful sonnet. They also made it fun for the other students who were more relaxed and were allowed to speak and help each other with rhyming words. The same boys helped some of the girls write a love poem about a boy.

They helped them describe his hair, the way he walked, and things he liked to do. Behavior advisor. com says fear of failure is what keeps kids from doing their assignments. It really seems in some cases like they do not know how. It helps in that case to break the problem into smaller steps.

Behavior problems are the same as any cognitive learning problem. Children must be taught good behavior and be caught being good. Good behavior should be praised which reinforces it and increases the recurrence of the desired behavior. Even with older children, it helps to break the assignment into tasks. Children must respect themselves and others.

They should always try to do their best out of respect for themselves. It helps to have the student understand the nature of the behavior problem and to Reinforce rules by teaching them rather than by applying consequences. Students must learn to be responsible and listen to directions. Most students should be able to repeat directions the first time they are given. Work is to be completed in the time allotted to complete it. Classes vary, and students vary.

Sometimes a whole group of students pay attention to part of the lesson that is not the main idea or is not directly related to the task. The teacher needs to be aware of this behavior to make sure that each student understands the task, and each student becomes proficient in doing it. It helps to have activities that will hold the childs attention. Most kids are capable of doing above grade level work. The tasks have to be interesting to hold the students interest.

Most students will use time wisely and prefer to get all their work done in class rather than do homework. Students are at various levels of development when it comes to contributing to a group. They must be encouraged to be an active part of the class. They learn that the lesson plan is a common goal and that they must cooperate to meet that goal. They have to learn to resolve differences, be truthful, never lie. They learn that they are expected to use good manners.

Davison, B. (2006). Piaget vs Vygotsky: The cognitive development theory from Retrieved from web Phelan, T. & Schon our, S. (2008) 1 - 2 - 3 Magic for Teachers: Effective Classroom Discipline Pre- K through Grade 8 from web on April 19, 2009. Retrieved from Western Psychological Services web site on April 19, 2009 at web Retrieved from web on April 19, 2009.


Free research essays on topics related to: red riding hood, cognitive development, love poem, children learn, young children

Research essay sample on Red Riding Hood Cognitive Development

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