Module 4 Flashcards
Age of Concrete Operational Stage
7-12
3rd stage of cognitive development in Piaget’s theory
Concrete Operational Stage
evident for concrete (actual) objects/concepts
Mental operations
the ability to accurately imagine the consequences of something happening without it actually needing to happen.
Mental Operations
Have overcome previous limitations (e.g. reversibility, conservation, decentering)
Concrete Operational Stage
Operations are
actions that are not physical in nature
they are manipulations carried out in the mind. They originate from the physical manipulations that begin at the sensorimotor period however.
Operation are actions
5 Interrelated Competencies
- Classification
- Class Inclusion
- Seriation
- Transitive Inference
- Reversibility
Mnemonic: Cole Can See The River
able to divide or sort objects into different sets and subsets, and consider relationships
Classification
group animals according to habitat (difficult for preoperational)
Classification
logical operation recognizing that a class or group can be part of a larger group
Class Inclusion
Preoperational can’t understand that mommy can’t be part of another larger family. She is only part of their family
Class Inclusion
o Ex. Crabs are part of the crustacean family
Class Inclusion
ability to arrange items in a sequenced order according to particular properties
Seriation
What competency is children’s ability to arrange from lightest to darkest
Seriation
Requires children to simultaneously recognize two-way relations.
Seriation
logical operation that builds on seriation, being able to compare two sets of relationships to each other and deriving a third relation
- Transitive Inference
o Pineapples are bigger than mangoes; mangoes are bigger than grapes… therefore…. pineapples are bigger than grapes
Transitive Inference
The understanding that relations can be returned to their original state by reversing operations (if nothing has been added or taken away).
Reversibility
o Related with class inclusion and seriation
Reversibility
From particular to general
Inductive Reasoning
From general to particular
Deductive Reasoning
Experiences that Foster the Development of Concrete Operations
- Asking children to explain their reasoning (important because it practices and hones reasoning)
- Formal schooling (class inclusion, transitivity, etc.)
- Exercises: Cars are vehicles. Buses are vehicles. Trucks are vehicles.
- Hands-on Experience
Mnemonic: Ask For Ester’s Hairpin
Who posited the multiple intelligence theory?
Gardner
- Intelligence composed of separate components or modules independent of each other
Gardner’s Multiple Intelligence
- Biologically-based but can be enhanced by education hence need for early assessment
Gardner’s Multiple Intelligence
- Different degrees of importance (culture and history)
Gardner’s Multiple Intelligence
Triarchic Theory Intelligence is composed of:
- Analytic (ability to judge)
- Creative (ability to invent or discover)
- Practical (ability to utilize ideas in the real world)
- Learning is shaped by their social experiences and interactions with and expectations from people (social context) around them
Vygotsky Sociocultural Theory of Cognitive Development
The assistance, guidance, and direction teachers provide children to help them accomplish a task or learn a skill (within their ZPD) that they could not achieve on their own.
Scaffolding
This is important in the learning capacity of child
Scaffolding
They are are very important in terms of cultivating and learning process of individual in vygostsky’s sociocultural theory
Role of adults and teachers
Children develop skills and perform tasks that their society values
Industry
The psychosocial stage where children Strive for recognition for their accomplishments
Industry
When parents and teachers undermine this sense of industry by failing to recognize the child’s accomplishments (either the level or kind).
Inferiority
Who posited the Moral Development: Understanding of right and wrong
Kholberg
- (NO INTERNALIZATION: motivated by external pressures avoidance of punishment, attainment of rewards, self-interest)
LEVEL 1 PRECONVENTIONAL LEVEL
- obey because told, consequences, avoid punishment
- Stage 1 Punishment and Obedience Orientation
- basis of moral decisions: fear of punishment
- Stage 1 Punishment and Obedience Orientation
- conform to obtain reward
- Stage 2 Reward Orientation
- individuals pursue own interest, satisfy needs & int.
Stage 2 Reward Orientation
- reciprocity but in terms of benefit for self
Stage 2 Reward Orientation
- basis: right = equal exchange
Stage 2 Reward Orientation
- e.g. sharing of toys, coming to class, cheating
LEVEL 1 PRECONVENTIONAL LEVEL
- (INTERMEDIATE INTERNALIZATION: goes beyond self, considers society’s approval and standards, conform to norms of majority and maintain social order)
LEVEL 2 CONVENTIONAL LEVEL
- conforms to avoid disapproval or dislike by others
- Stage 3 Good Boy / Good Girl Orientation
- approval-seeking orientation
- Stage 3 Good Boy / Good Girl Orientation
- focus on meeting interpersonal expectations
- Stage 3 Good Boy / Good Girl Orientation
- basis: trust, care and loyalty to others
- Stage 3 Good Boy / Good Girl Orientation
- motivated by anticipation of dishonor/blame for failure of duty
- Stage 4 Social System Orientation
- orientation to authority, fixed rules, maintenance of order
- Stage 4 Social System Orientation
- sense of responsibility to contribute to society
- Stage 4 Social System Orientation
- basis: law, social order, duty & legitimate authority
- Stage 4 Social System Orientation
- (FULL INTERNALIZATION: universal principles of justice, equality and human dignity; relative and arbitrary nature of rules and laws)
LEVEL 3 POST CONVENTIONAL LEVEL
- responsibility to community not just in conformity to law & order
- Stage 5 Morality and Social Contract and Democracy
- laws / rules are merely social contracts to be modified
- Stage 5 Morality and Social Contract and Democracy
- individual rights, equality, human dignity etc.
- Stage 5 Morality and Social Contract and Democracy
- basis: values, rights and principles transcend the law
- Stage 5 Morality and Social Contract and Democracy
- motivated by a sense of universality, principles apply to all regardless of cost and what society thinks
- Stage 6 Morality of Individual Principles of Conscience
- break social rules and law and accept the consequences if against highest principles of human life
- Stage 6 Morality of Individual Principles of Conscience
- basis: universal human rights
- Stage 6 Morality of Individual Principles of Conscience
What are the levels and stages of Kholberg’s Moral Development?
LEVEL 1 PRECONVENTIONAL LEVEL
- Stage 1: Punishment and Obedience Orientation
- Stage 2: Reward Orientation
LEVEL 2 CONVENTIONAL LEVEL
- Stage 3: Good Boy / Good Girl Orientation
- Stage 4: Social System Orientation
LEVEL 3 POST CONVENTIONAL LEVEL
- Stage 5: Morality and Social Contract and Democracy
- Stage 6: Morality of Individual Principles of Conscience
Analytical
- Analyze
- Critique
- Judge
- Compare/Contrast
- Evaluate
- Assess
Mnemonic: A Camel Just Can Eat Anything
Creative
- Create
- Invent
- Discover
- Imagine if…
- Suppose that…
- Predict
Mnemonic: Can I Do this Image? Said Pablo
Practical
- Apply
- Use
- Put into practice
- Implement
- Employ
- Render Practical
Mnemonic: A Umbrella Puts Isabela Enter Room
