1. How Children Learn

2. Answers to Quiz Jean Piaget Little Scientists Sensorimotor
Birth – 2 years
Through their senses and their own actions 6
Pre-Operational
2 years – 7 years
Children do not yet understand concrete logic and cannot mentally manipulate information
Symbolic play and manipulating symbols
Bright

3. Jean Piaget 1896-1980 The first to study children in a scientific way
Focused on how children learned
Cognitive development theory consists of 4 stages (see handout)
Children should be given learning tasks suitable to their learning stage

4. Bell Work 11-30-16 write the following
Most researchers – agree that the brain plays a major part in directing behavior & determining intelligence.
Recent studies – scientists found that connections form pathways – these pathways controlled particular actions and thinking tasks
Neuroscience – the modern study of the brain
Shown that a child’s experience can help determine the physical structure of the brain (intelligence)
Kids need Stimulating environments
Bright colors and fun activities

5. Bell Work 11-30-16 write the following
Most researchers – agree that the brain plays a major part in directing behavior & determining intelligence.
Recent studies – scientists found that connections form pathways – these pathways controlled particular actions and thinking tasks
Neuroscience – the modern study of the brain
Shown that a child’s experience can help determine the physical structure of the brain (intelligence)
Kids need Stimulating environments
Bright colors and fun activities

6. Intelligence
The ability to interpret or understand everyday situations and to use the experience when faced with new situations or problems

7. Methods of Learning Incidental Learning-unplanned learning
Cause and effect situations
Push both feet against the bottom of the crib and body moves forward
Trial and Error-tries several solutions before finding one that works
What happens when I touch the cat? Pull it’s tail

8. Methods of Learning Imitation-learning by watching and copying others
Manners
Cooking
Directed Learning-Being taught
Learning to Read

9. Concepts General categories of objects and information
Dog-every animal is a dog
Pronouns “Mamma” & “she”
Time- know soon & later helps w/patience; still do not know minutes or hours
Learn to categorize by shape, color, and size
Know ball is round, grape is round
18 months know “big” and “little”
not till 3 when can distinguish size difference small , medium, large;

10. CONCEPTS
2yr olds more patience= know concept of soon, later

11. Bell Work
Concepts are general categories. Before a child can tell the different between a horse and a zebra – they have to understand attributes - a quality or feature regarded as a characteristic or inherent part of someone or something:
Children have to understand that a physical attribute of a zebra – black & white stripes.
Complete Toddler Concept Learning in Action Worksheet
Can be found on the cubbies

12. Intellectual Activity Areas
Broken down into seven areas
Develop throughout life, but in toddlerhood = remarkable
What did the announcements say this morning?

13. Intellectual Activity
Attention
Taking notes, people walking in the hallway, being able to concentrate
All five senses – constantly working
To function – must be able to focus on hand & block out other sensory info
Hard for young children
You as the adult in the situation = Patience
One year old has a shorter attention span than a three year old
Memory
Being afraid of dogs, and all animals for a long period of time
By 3 can remember simple directions
Without memory, there would be no learning

14. Intellectual Activity
Attention
Memory
Perception
Reasoning
Imagination
Creativity
Curiosity

15. Intellectual Activity
Perception
Information received through the senses; everywhere is a field trip!
The information reinforces established connections in the brain & forms new ones
2-3 start asking “Why”
Answer them – improves perception
Do not answer them – child lost a learning moment
Encourage perception by talking to young children
Reasoning
Solve problems and make decisions
1-2 more physical; by 3 using mental more than physical
Need choices to have opportunity to do this well

16. Intellectual Activity
Imagination
Apparent by 2
Try new things and become a different person
Connect what they see and hear with themselves
See an airplane and wonder if they will fly
Active imagination – improves learning – allows the child to try new things
Allows to child to act out a variety of roles
Cope with anxiety & frightening new concepts
Important – to respect a child’s imagination & respond carefully
Remember, until about age 5, it is hard for children to know where reality ends and imagination begins

17. Intellectual Activity
Creativity
The mental ability that involves using imagination to produce something
Projects, art, dramatic play
Allow children free time or unstructured play
Curiosity
Curious about the world around them
Wonder why, or try new things
If you are talking on a phone a toddler may take it away
They are still very self-centered – they want to know (curious) who is taking your attention since it is not them
Allow this in a controlled environment (safe)

18. Bell Work 12-2-16 On sheet – write game
Turn in bell work sheet into the tray
With a partner discuss how you can use a snack such as gummy smiles to enhance intellectual development.

19. You are to work in a group of 3, or with a partner or individually to……
Create a game to enhance at least one of the seven intellectual activity areas.
You are to market this game to parents/caregivers.
You must include:
The name of the game
Description of the game
How the game will enhance the area
Why kids will like it (remember it has to both appealing to parents and to kids)
A drawing of the game itself, if that is possible
Also, there are two worksheets on the cubbies that are due by Monday!

20. Test!!!!!

21. Child Development Services
Identify five different child development programs.
Which one would you like to work at? Explain.
Identify the different assessment tools?
How do you know which assessment tool to use?

22. What you have to have done by the end of class
You have to have a shopping list for me of the supplies that you need for your art project
You have to have want center you want to go to – if I get nothing from you – I will select the center
You are to go to Ms. Rhodes Lab and work on lesson plan
Next week – we are working on art projects. (painting, chalk, etc.) think about bringing an old shirt for this period.

23. PARENTS/CAREGIVERS Encourage child’s curiosity.
Welcome child’s questions.
Praise child’s efforts to learn new skills.

24. Choosing Books
Are the pictures colorful, interesting, and easy to understand?
Will the story appeal to the child’s interest
Does the story include action that will hold the child’s interest?
Will the child understand most of the words?
Does the book use descriptive language that brings the story alive?
Is the story short enough to read in one sitting?

25. Choosing Books Age Appropriate 1 Year Olds 2 Year Olds 3 Year Olds
Short, simple books
Picture books with objects they can name
Rhyming books
2 Year Olds
Simple Stories
3 Year Olds
Longer stories, with more of a plot
Realistic stories that help use their imagination

26. Become a Master Storyteller
Create excitement and interest by:
Varying the tone of your voice
Give each character a different voice
Use gesture and facial expressions
Take time to learn the book beforehand so you can keep the pictures facing the children

27. Encourage Participation
Turn the pages
Relate back to their life
Ask questions
Let the child be a character
Point out words or familiar objects
Draw pictures to go along with story

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Questions 1-6 RESTATE Comparing: #1