TEXES 160: PPR EC-12-
DOMAIN 1
,1. cognitive abilities: one's ability to think and even to think
about thinking
2. developmental processes: -teaching effectively requires
extensive knowledge of all facets of the learners in our
classroom
-a teacher must understand where the learners are
developmentally
-learners grow constantly in multiple dimensions: cognitive,
affective, social and physical
3. Jean Piaget: -cognitive psychologist
-his theory of cognitive development is based on the notion that
cognitive abilities are developed as individuals mature
physiologically and have opportunities to interact with their
environment
-says there are 4 stages of cognitive development, beginning with
the sensorimotor stage and culminating in the formal operation
stage
4. Piaget's stages of cognitive development: sensorimotor,
preoperational, con- crete operational, formal operational
5. Sensorimotor: -birth to 2 years
-experience processed by reaching, grasping, and moving about
-experience centered on the child's own body
-the child gradually learning that objects exist even if out of sight
,6. What stage: object permanence?: sensorimotor
7. pre-operational: -preschool years
-Intentional use of language; acquisition of language structures
-representational thought: child can represent objects and
events removed in time and space
-play remains a critical development component as children
demonstrate the ability to play symbolically
8. What stage: symbolic play?: pre-operational
9. What stage: egocentrism?: pre-operational
10. concrete operational: -elementary grade years
-understanding that format or shape do not affect mass
-recognizing subset relationships
-ordering ability
-Integration of self into physical and social environment
11. What stage: class inclusion?: concrete operational
12. What stage: decentering?: concrete operational
13. formal operational: -early adolescence and onward
-ability to think in and of possibilities
-ability to think deductively
-ability to plan
-engage in logical, abstract, and hypothetical thinking
-can use the scientific method and identify cause and effect
relationships
, 14. What stage: abstract thinking?: formal operational
15. What stage: logic?: formal operational
16. Piaget in the classroom: Variety of hands-on experiences to
explore and learn from, not focused on the end result.
Understand that children develop at different rates - don't push
students not ready.
-a child who lags behind in Piaget's stages may exhibit
frustration, anger, and low self-esteem because
"developmentally-appropriate" tasks are beyond their ability
17. According to 's theory children should not be
taught certain con- cepts until they have reached the
appropriate stage of cognitive development.-
: Piaget
18. Erikson theory in classroom: suggests an expected
norm for children and young people, thus a child who seems
timid, non-participatory, academically and socially lethargic is
the opposite of what Erikson describes
-contributes to the teacher's ability to analyze learner's
behavior effectively and make corresponding adjustments to
create a positive learning environment for all and make the
learner feel like a valued member of the class
19. Erik Erikson: -concentrated on how human development
reflects the individuals social affiliations
DOMAIN 1
,1. cognitive abilities: one's ability to think and even to think
about thinking
2. developmental processes: -teaching effectively requires
extensive knowledge of all facets of the learners in our
classroom
-a teacher must understand where the learners are
developmentally
-learners grow constantly in multiple dimensions: cognitive,
affective, social and physical
3. Jean Piaget: -cognitive psychologist
-his theory of cognitive development is based on the notion that
cognitive abilities are developed as individuals mature
physiologically and have opportunities to interact with their
environment
-says there are 4 stages of cognitive development, beginning with
the sensorimotor stage and culminating in the formal operation
stage
4. Piaget's stages of cognitive development: sensorimotor,
preoperational, con- crete operational, formal operational
5. Sensorimotor: -birth to 2 years
-experience processed by reaching, grasping, and moving about
-experience centered on the child's own body
-the child gradually learning that objects exist even if out of sight
,6. What stage: object permanence?: sensorimotor
7. pre-operational: -preschool years
-Intentional use of language; acquisition of language structures
-representational thought: child can represent objects and
events removed in time and space
-play remains a critical development component as children
demonstrate the ability to play symbolically
8. What stage: symbolic play?: pre-operational
9. What stage: egocentrism?: pre-operational
10. concrete operational: -elementary grade years
-understanding that format or shape do not affect mass
-recognizing subset relationships
-ordering ability
-Integration of self into physical and social environment
11. What stage: class inclusion?: concrete operational
12. What stage: decentering?: concrete operational
13. formal operational: -early adolescence and onward
-ability to think in and of possibilities
-ability to think deductively
-ability to plan
-engage in logical, abstract, and hypothetical thinking
-can use the scientific method and identify cause and effect
relationships
, 14. What stage: abstract thinking?: formal operational
15. What stage: logic?: formal operational
16. Piaget in the classroom: Variety of hands-on experiences to
explore and learn from, not focused on the end result.
Understand that children develop at different rates - don't push
students not ready.
-a child who lags behind in Piaget's stages may exhibit
frustration, anger, and low self-esteem because
"developmentally-appropriate" tasks are beyond their ability
17. According to 's theory children should not be
taught certain con- cepts until they have reached the
appropriate stage of cognitive development.-
: Piaget
18. Erikson theory in classroom: suggests an expected
norm for children and young people, thus a child who seems
timid, non-participatory, academically and socially lethargic is
the opposite of what Erikson describes
-contributes to the teacher's ability to analyze learner's
behavior effectively and make corresponding adjustments to
create a positive learning environment for all and make the
learner feel like a valued member of the class
19. Erik Erikson: -concentrated on how human development
reflects the individuals social affiliations
