This journal entry is in response to chapter 2, which covers
cognitive, language, and literacy development. The chapter reviewed the
developmental theories of Piaget and Vygotsky. Criticisms of Piaget’s theory
were discussed, along with the views of Neo-Piagtians. The chapter then went on
to explain the language and literacy development in preschool, elementary, and
secondary age children.
Cognitive development in children is an interesting topic
that can affect my lesson planning and instruction on a daily basis. I do feel
that the stages of development are continuous, and children can express
qualities of two or three stages at a time. This is important to keep in mind,
so material can be individualized and differentiated to meet each student's
needs. I agree with Vygotsky’s support of cooperative learning and scaffolding.
The math curriculum in fifth grade includes many skills that require multiple
steps. Therefore, most of my lessons start with a large amount of support that
I slowly take away as they build confidence. Once they have a grasp on the concept,
they work cooperatively on task cards around the room. This further solidifies
their understanding and helps them master the skill as they hear other students’
inner thought processes. We also use number talks to foster cooperative
learning and share inner speech about mental math strategies. After reading
this chapter, I want to incorporate cooperative learning into more parts of the
school day.
Each year, my students come to me knowing how to read. We
focus on learning from what we’ve read, and are continually increasing the
complexity of their text levels. As mentioned in the textbook, the focus on
comprehension, vocabulary acquisition, and study skills is essential to improving
their reading skills. Their increased comprehension skills also help develop
their writing ability.
Overall, this chapter confirmed my previous knowledge of children’s
development. I learned a few things, including the fact that, on average,
students add around 3,000 words to their vocabulary each year. I also learned
that some research shows students can learn developmental skills beyond their
current stage if the directions are simple enough. As I read this chapter, I
reminded myself that my students are at the end of the concrete operational
stage and moving into the formal operational stage, according to Piaget. This
implies that they are beginning to think abstractly and systemically solve
problems regarding realistic or hypothetical situations. I want to keep this in
mind in the upcoming school year as I plan lessons.
