Imperial Valley College Faculty Websites

You are here:Instructors»David Sheppard»CDEV 122»notes- i and 2
Wednesday, 05 September 2012 16:48

notes- i and 2

Written by David Sheppard
Rate this item
(0 votes)

§  Some of the basics

§  Concepts can be thought of a the basic building blocks or science and mate– They allow us to organize and categorize information-

§  So, one to one correspondence, counting, sorting/classification are

§  basic concepts

§  Learning Cycle

§  Awareness- child achieves a broad recognition  of objects, events, ( infants)

§  Exploration- Here there is the ‘construction’ of meaning through sensory experience with objects/ the world around them. ( Infant’s highest level. Teacher acts a facilitator – helps to create , encourage new forms of exploration)

§  Inquiry- Here children do comparison of their constructs with those around them– create generalizations about objects, events,- ( teacher can work as a guide for the inquiry- ask questions) ( Usually highest level for 3-4 years)

§  Utilization-Here learners can apply what they have learned – use their understanding in a new setting and situation ( teacher can best assist by creating opportunities to apply knowledge to the ‘real world’

§  Eg. measurememnt

§  3-4 years will compare sizes, categorize,  (group into shared characteristics), simple seriation ( where they place in logical sequence

§  5/6 years will explore with familiar units ( how many of my shoes is the length of the rug?)

§  7-8 Utilize more standard measures, such as ruler scale, record, compare, estimate, can use

§  Types of learning

§  Naturalistic – Learning that occurs as children go through their daily activities

§  Informal—Learning situations that are initiated by adults- “Do you think you have enough cookies for all your friends-? Why don’t we count them”?

§  Structured Learning  where the adult chooses the experience for the child and provides some direction to the child’s actions. Teacher has activity to teach about how colors mix.

§  We’ll read a few examples: 26 and 34

§  Divergent experience– Open to many solutions– invite questioning- creative

§  ( uses of a paperclip)

§  Standards provide guidance as to what children should be able to master at a given age.

§  There are standard for science and math for ECE 

§  Often assess child mastery using observation, questioning,- best to stay clear of formal tests Read 58

§  Piaget

§  One area of cognition is Logic-Math- where children learn relationships

§  (same/differenct– more/less– facilitated by language – symbolic representation—

§  Infants/toddler explore the world through senses ( sensorimotor)

§  Representational thought- children in preschool age ( pre operational) begin to think through a situation before searching for the answer to the problem– capable of Symbolic thought– rapid language advancement

§   Vygotsky: We scaffold children’s learning through process of guided participation where knowledge is transmitted through a more mature learner

§  Problem solving process– children learn to generate their own questions and means to answer-

§  Utilize skill of Estimation ( how many jelly beans in jar)

§  Objectives: Every planned activity for students should have learning OBJECTIVES:  A  specific description of what you desire the students to gain from their participation in the activity .

§  We want to our objectives to be MEASURABLE: --we want to be able to  validate that the students achieved our objective

Terms from chapter 2

§  convergent questions and directions having only one possible answer or activity divergent questions and directions provide opportunities for guessing and experimenting

§  ethnomathematics mathematics learned outside of school

§  informal learning learning experiences initiated by the adult as children engage in their everyday natural activities

§  mathematics learning disorder (MLD) about 6% of school-age children cannot remember basic facts and/or cannot carry out basic procedures

§   multiple intelligences areas of strength identified by Howard Gardner

§  naturalistic learning learning that occurs as children go about their daily activities

§   structured learning learning in which the adult chooses the experience for the child and provides some direction to the child’s actions

§   teachable moment a time when adults recognize that a child has chosen an activity that provides a time to insert instruction

 

Last modified on Thursday, 13 September 2012 11:43