Blog Entry Week One
Description
The focus this week in EDAT 6114 was on cognitive development. In order to meet students’ needs and teach them correctly, we need to understand how they develop as well as how far along students are in their developmental process. Cognitive development refers to the development in how one thinks. If they understand the cognitive development process, teachers will then be able to use cognitively appropriate techniques and strategies in their instruction, meeting students where they are.
Analysis
Slavin (2018) defines development as the way that “people grow, adapt, and change over the course of their lifetimes” (p. 23). When deciding what to teach and how to teach it, it is important to take development stage into account and recognize where your students are on the spectrum. It is also important to realize that not all students in second grade are going to be at the same place developmentally. A teacher must weigh their age, their developmental stage, and how they think and feel.
Piaget believed that there were four stages to cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. The first stage lasts from birth to age two. During this stage, children rely on their reflexes and senses to form a pattern of behavior, and establish object permanence where they understand that an object is still in place even if they cannot see it (Slavin, 2018, p. 27). The second stage lasts from age two to age seven. During this stage, children start to use symbols to represent objects and their language is quickly developing (Slavin, 2018, p. 27). However, children in this stage have a self-centered view of the world and believe that everyone has the same views and opinions as they do. The third stage, concrete operational, lasts from age seven to age eleven and consists of problem solving, recognizing relationships and forming concepts in familiar situations (Slavin, 2018, p. 29). This is the stage that most elementary students are in, and the age of students that I work with in my classroom. The fourth and final stage is formal operational. This stage is where abstract thinking becomes possible, and people can begin to think hypothetically (Slavin, 2018, p. 29). Piaget believed that every person went through these four stages of development, even if they progressed at different rates than others.
Another theorist that was discussed in this chapter was Vygotsky. Opposite of Piaget’s theory, Vygotsky believed that learning came first and development followed (Slavin, 2018, p. 33). He introduced the idea of the Zone of Proximal Development, which is where Vygotsky believed that people do their best work. It involved a balance of support and stretching one’s self in order to take advantage of a teachable moment (Slavin, 2018, p. 34). Vygostky believed that the support of a teacher along with collaboration would yield a positive result and would help a child develop further.
The final theorist the chapter mentioned was Bronfenbrenner. Bronfenbrenner believed that a child’s environment was responsible for their development. One’s family, school, community, and even the media surrounding them are what drives and guides their development (Slavin, 2018, p. 36).
Slavin (2018) says that language and literacy develop through oral language, reading, and writing (p. 37). Language and literacy develop quickly in children, and can be influenced by many factors. In order for a teacher to intentionally design instruction and reach their students, they need to be aware of the developmental stage that they are in. Teachers also need to modify their instruction to best meet their students and help them along in their development (Slavin, 2018, p. 41).
Reflection
I have been working in a Title I school for three years now and have witnessed former students growing and advancing through developmental stages. I have not always been in a Title I school and I have noticed that there are some differences between my students and others I have seen. Many of my students are English language learners and seem to be a bit further behind in reading, writing, and speaking. I have adjusted my teaching methods and lesson plans to accommodate for all levels, and encourage my students to practice reading, writing, and oral language kids as often as possible.
Of the three theorists discussed in this chapter, I think I best relate to Bronfenbrenner. I can see a lot of differences in my students who have a lot of practice speaking and reading at home, versus the ones who don’t get as much exposure. I think that environment is certainly a huge contributing factor. I had heard of Vygostky and Piaget before, and there are parts of their theories that make sense to me and I agree with. It was interesting to see all three theories laid out against each other, and think about them in terms of specific students in my classroom.
I think it is very important to be an intentional teacher. If you don’t know where your students are, you cannot expect to help them properly. In order to know where they are, one must spend time with them and give frequent assessments, whether formal or informal. I often start my year with an interview in order to find out more about a students’ background and home life. This can be very telling and help to identify where the students is in the development process. In order to teach our students and give them what they need, we need to be able to know who our students are in terms of academics, but also in terms of their capabilities and backgrounds.
Reference
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Boston, MA: Pearson Education.
