Reflective
Journal 1
Description
The
reading assignment for this module focused on cognitive development. Several theories regarding human and
cognitive development are discussed and what it looks like in the
classroom. The stages of literacy are
discussed and how teachers can promote literacy development by setting up an
effective classroom.
Analysis
Human
development has two main issues. The
first is nature versus nurture. Slavin
(year) states “there remains much debate about the relative influences of genes
and environment” (p. 24). Is one child
better at sports than another due to genes or positive influence? Another issue is continuous versus discontinuous
theories. Continuous theories believe “development
occurs in a smooth progression” (Slavin, year, p. 24). This means that each child would develop
skills in the same sequence and gradually.
However, discontinuous theories “focus on inborn factors rather than
environmental influences to explain change over time” (Slavin, year, p. 24). This theory focuses on steps or stages and
are sudden changes.
With
cognitive development, Jean Piaget divided it into four stages. The first stage is the sensormotor stage that
occurs from birth to age 2. During the
sensormotor stage, a child begins with reflexes and ends with a thought
process. At the beginning of the stage,
a baby learns how to use reflexes then trial and error. For instance, a baby bangs or tastes
something to see what it is. At the end
of the stage, a child begins thinking about what is needed and plans. The second stage is the preoperational stage
and occurs from age two to seven. Slavin
(year) states “their language and concepts develop at an incredible rate” (p.
27). During this stage, children start
using symbols to represent objects in the world and thinking is centered. The third stage is concrete operational that occurs
during years seven to 11, and the last stage is formal operational. This stage occurs from year 11 to
adulthood. In the concrete operational
stage, children begin to think logically and less centered. The children realize that other children or
people have different thoughts, opinions or feelings. In the final stage, children begin to think
about hypothetical situations and think abstractly.
Along
with Piaget’s theory of cognitive development, there are implications in the classroom
due to his theory. The first is to focus
on thinking not just the end product.
Teacher’s should understand the process of how a student got to an
answer. If a teacher understands the
process, he or she can help the student come to the correct answer if the
student was incorrect. The second is to
allow students to be active with learning activities. Slavin (year) states teachers should “provide
a rich variety of activities that permit children to act directly on the
physical world” (p. 32). Another implication
is to put less of an emphasis on making children think like an adult. Making children think like an adult can be as
bad or worse than not being taught. The last
is to accept differences. A classroom
should not be setup to accommodate a whole group but for small groups.
While
Piaget believed that development came before learning, Lev Semionovich
Zygotsky believed that learning comes before
development. The first part of
development is self-regulation. Slavin
(year) asserts that “self-regulation and independent thinking is learning that
action and sounds have a meaning” (p. 33).
The next part is private speech.
This when a child talk to him or herself. As the child grows, the private speech is no
longer spoken aloud. Zone of proximal
development is another part of Vygotsky’s cognitive development. This is also known as a teachable
moment. This happens in conversation and
when a child is ready for the specific topic.
Another part is mediation. During
this part of cognitive development, Vygotsky believed that children learned
best from adults, older children, or peers.
Another aspect is scaffolding. Scaffolding
is when a parent or teacher helps the child move from one level to the
next. Slavin (year) states “parents use
scaffolding when they teach their children to play a new game or to tie their
shoes” (p. 34). The last aspect is
cooperative learning. Vygotsky believed
that children should work together. By
working together, children can help each other learn and hear how other
students work on a problem.
Many aspects
of Vygotsky’s theory can be applied to the classroom. Scaffolding and cooperative learning can be
used in any class or lesson. Mediation
could take place during lunch. An older
student could tutor another student during lunch. As for zone of proximal development, teachable
moments can happen during a lesson, lunch, or in the hallways.
Finally,
there are the stages of literacy. The
components of literacy are oral language, reading, and writing. Slavin (year) states “oral language
development is heavily influenced by the amount and quality of the talking parents
do with their children” (p. 38).
Children learn to speak from his or her parents. Children who have conversations with their
parents at a young age are more likely to have a larger vocabulary. Another aspect of literacy is reading. Reading is very important for many aspects of
life. Slavin (year) states children often
have complex language skills that are critical in reading” (p. 38). If a student is not a proficient reader, he
or she can have a hard time later in life.
The final aspect is writing. In
order to successfully teach reading, the following must be taught phonemic awareness,
phonics, comprehension, vocabulary, and fluency. If a student does not fully grasp all aspects
of literacy, there are reading programs that are implemented in place or in
addition to reading classes.
Reflection
After
reading the theories on cognitive development, I believe that Piaget and Vygotsky
are correct. I see aspects in the
classroom, how my children and I learn, and how my students learn. Many years ago, our learning disabilities,
disorders, and diseases did not have a name.
Not all children learn the same way.
Piaget believed development was before learning, and Vygotsky believed
the opposite. It could be that both are
wrong, and the learning and development go hand in hand depending on the
child. As for continuous and discontinuous
theories, I believe both to be true as well.
For my own children I saw continuous and steady growth. I know children who have learning disabilities
or other disorders and learn with a sudden change.
As
for the implement of theories in a classroom, I believe Piaget and Vygotsky had
beneficial ideas. I love not looking at
only the end product but the thinking process from Piaget. That could have helped me in algebra. I never could get the correct answer, but my
teacher never took the time to help me. Remembering
that, I like to take the time to help my students when they are on the right
track but end in the wrong place.
Vygotsky’s idea of scaffolding is very important. In any class, a teacher may have different
levels of learning and thinking.
Scaffolding is the best way to make a lesson perfect for any level of
learning.
Being
a literature teacher, literacy is important to me. In the past couple of years, I was able to
help students see great gains in reading by using a program specifically
designed to those who cannot read on grade level. Most of the students had a beginning reader
reading level. By focusing on phonics,
phonemic awareness, fluency, vocabulary, and comprehension, I saw students
improve their reading level up several grade levels in one year. I am looking forward to implementing a
program for high school students next year.
References
Slavin, R. E. (2018). Educational
Psychology: Theory and practice. NY, NY: Pearson. Retrieved May 22, 2020.
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