2. Teaching the Growing Child Assessment 1: Individual Presentation Andrew Burns

3. Q1: Who are 2 of the key cognitive development theorists and what are their main contributions to the field of cognitive development?  Jean Piaget (1896-1980) Theory based on 4 stages; Stage 1: Sensorimotor 0-2y. Baby tries to understand the world using its senses and motor abilities like sucking, looking, grasping, crying and listening (Eddy 2010a). Stage 2: Pre-operational 2-7y. They comprehend the world from their point of view, and don’t understand that material quantity is unaffected when a change to its appearance has happened (Coleman 2003). Stage 3: Concrete Operational 7-11y. Find it hard to apply concepts to anything which cannot physically be touched or seen (Eddy 2010a). Stage 4: Formal Operation 11-onwards. Acquire ability to think hypothetically (Eddy 2010a).  Lev Vygotsky (1896-1934) Learning takes place in the Zone of Proximal Development (ZPD). ZPD exists between a child’s current level of knowledge, and its potential level of knowledge (Coleman 2003, Eddy 2010b, McLeod 2014). To move from current to potential needs assistance from a ‘more knowledgeable other’ (MKO) MKO can be teachers, parents, peers, etc. (Eddy 2010b, McLeod 2014). Scaffolding – A method used to help guide or support a child to a correct outcome which can be adjusted up or down (Eddy 2010b). Once a task is completed it moves from potential into current therefore learning has taken place.

4. Q2: Who are two of the key moral development theorists and what are their main contributions to the field of moral development?  Jean Piaget 1896 -1980 Piaget’s theory of Moral Development. Premoral – 0-5y. Children don’t think about what makes something right or wrong, they obey rules set by others (Marcom Projects 2010) Moral Realism – 5-10y. Children now think about and have an understanding of right and wrong based on rules (Marcom Projects 2010). Moral Relativism – 10y+. Can now think about moral issues and realise that rules can change due to the situation or intensions of people involved (Marcom Projects 2010).  Lawrence Kohlberg 1927-1987 Kohlberg's theory of Moral Development. 3 levels, Preconventional, Conventional and Post Conventional with 2 stages in each. S1- Obedience & Punishment, decisions based on fear of punishment (Coleman 2003, Marcom Projects 2010, Troop 443 2014). S2 – Individualism & Exchange, self interest and reward based mentality (Troop43 2014, Marcom Projects 2010). S3 - Good Interpersonal Relationships, behaviour motivated by approval from others (Coleman 2003, Marcom Projects 2010). S4- Maintaining Social Order, follow laws to fit in with society (Shumaker & Heckel 2007). S5 – Social Contract & Individual Rights, see the distinction between moral rights and legal rights (Marcom Projects 2010, Shumaker & Heckel 2007). S6 - Universal Principles, centered around ones own moral rules Coleman 2003, Marcom Projects 2010, Troop443 2014).

5. Q3: Why do you think it is important for teachers to have an understanding of cognitive and moral development?  So we know how children think, understand, make decisions and act at certain ages.  We can tailor our teachings depending on what stages they are in and make adjustments where appropriate.  Realise why some students might not understand the teachings or respond accordingly as they may be in a different stage to the other students.  Develop appropriate lesson plans and correct structure of classes.  Make physical environment of the classroom more attractive for learning.

6. Q4: How will knowing about theories of cognitive and moral development help you in your teaching practice? Evaluate Students Plan Teachings Teaching Evaluate Performance (Owen 1999)  Start by evaluating the students, understand where they are in their development by recognising what stages students are in and the best ways for them to learn.  Plan out teachings. If a student is in Piaget’s stage of Concrete operational I will need to present tasks and lessons with stimuli they can physically touch, hold and see. I can’t be basing my teachings on purely verbal directions and expecting them to construct it in their heads.  Evaluate my performance. Check to see if my initial evaluation of each student was correct. Then check whether the planned teachings were satisfactory for the students or if adjustments were required because I placed certain students into the wrong stage at the beginning.  As my career progresses each year I will get better and more refined in my evaluation of students leading to planning more correct teachings for them.

7. Q5: Can you please provide an example of the application of cognitive development in the classroom? In your example, please specify the grade to which your example applies. Science Lesson; Living Things – Trees & Plants, Grade 3  To establish prior knowledge of the features of trees and plants which will follow onto lessons about how trees and plants are living things and how they grow.  Students are required to break into groups of 4-5, go into the yard, select and draw a tree or plant of their choice and list as many features as possible, eg. roots, trunk, branches, leaves etc.  Learn by feeling/touching and viewing the trees – Concrete operational.  Students will be interacting, discussing and learning from each other within there groups - MKO.  I will be roaming from group to group to provide any assistance or prompting if some groups are having difficulties - Scaffolding.

8. Q6: Can you please provide an example of the application of moral development in the classroom? In your example, please specify the grade to which your example applies.  Grade 3: 7-8 years of age.  Situation: In same lesson as Q5 however a student does not want to participate and just stands to the back of his group.  Student would be currently operating in Piaget’s Moral Realism stage or Kohlbergs’s Individualism & Exchange.  Bases his decisions of right and wrong on rules and will also act based on rewards.  Explain that all students need to participate in the activity, it is the rules.  Provide an incentive. Positive letter to his parents, extra stamps on his work, extra time doing an activity he likes or something more concrete such as a small toy or lolly.  If these all fail, reassess what stage of development student might be in and change tactics to reflect that stage.