-
Language
Verbal, physical, biologically innate, and a basic form of communication
-
We use language to:
- Express inner thoughts and emotions
- Make sense of complex and abstract thought
- Learn to communicate with others
- Fulfill our wants and needs
- Establish rules and maintain our culture
-
Main theorist associated with interactionist theory
Lev Vygotsky
-
Collaborative learning
The idea that conversations with older people can help children both cognitively and linguistically
-
Language development is both...
biological and social
-
Language learning is influenced by...
the desire of children to communicate with others
-
Language and Poverty in America
- Children in poverty often have fewer words spoken to hem, with shorter utterances, and greater numbers of discouragements
- May not have had opportunity to learn school language of negotiation, self advocacy, and prediction
- May not have had the language underpinnings of math and science
-
Number of words heard
Age 5: 50,000,000 words spoken
-
Children from low language resource backgrounds hear ______% fewer encouragements than high language resource background children do
75
-
Prior to kindergarten, a child from low readingbackground averages _____ home hours
25
-
Important concepts that help children relate idea and concepts
- Location
- Quality
- Color
- Shape
- Quantity/Size
- Time
-
Repeat-Model-Expand
The technique refers to a teacher inserting his or her own language to make a child's utterance more complex
-
Skills used by successful kindergarteners
- Concepts/Vocabulary
- Listening Skills
- Phonology Awareness
- Oral Language
-
Think Aloud
- Share own personal thoughts and feelings about what is happening in the classroom
- Parent may stop and give personal opinion about what is happening while reading or telling a story
- Children also use teacher's model to organize their problem solving, comprehension, contextual relationships, social language, and oral narratives
-
Talk Alongs
- Often inserting the target enrichment vocabulary and concepts into their own language
- Teacher can use vocabulary words (walk, hike, climb, tree, branch,twig, rocks, and weather) in a talk along while modeling the play activity
-
7 Pillars of Literacy
- Building associations among concepts and content
- Use open-ended questions in conversation
- Build new hands-on vocabulary and concepts
- Engage prior knowledge
- Use talk-alongs and think-alouds
- Repeat/Model/Expand
- Rhyme, Rhythm, Repetition
-
Oral Language and Emergent Literacy
- Multi-generational poverty families
- Language between children
- Language between children and adults
- Value of language in different socioeconomic households or cultures
- Special skills gained from language enrich environment
-
Intelligence
- Ability to accomplish new tasks successfully
- Not a measure of what has been learned
- Dependent on prior learning
-
Intelligence involves...
- Modification and adjustment of behaviors
- Ability to benefit from experiences
-
Intelligence is characterized by...
Adaptive - can respond flexibility to a variety of situations
- Involves:
- Learning ability
- Prior Knowledge
- Complex interaction of various mental processes
It's culture-specific
-
Gardner's Multiple Intelligences
General factor may exist, however, children an adults also have 8 different abilities
- Linguistic
- Logical-Mathematical
- Spatial
- Musical
- Interpersonal
- Intrapersonal
- Naturalist
- Bodily-Kinesthetic
-
Effects of Heredity and Environment on Intelligence
Both heredity and environment affect intelligence
Evidence for heredity is supported by twin and adopted children studies
- IQ affected by environmental factors such as
- Nutrition
- Home environment
- Formal schooling
-
How Nature and Nurture Interact in Their Influence on Intelligence
- Heredity establishes a range rather than a precise figure
- Genetic expression is influenced by environmental conditions
- Especially as they get older, children choose their environments and experiences
-
Evidence for Heredity Influences on Intelligence
- Information processing speed = neurological efficiency and maturation
- Twin Studies: Identical twins have very similar IQ score
- Adoption Studies: Children's IQ scores correlate more with scores of biological parents that with scores of adoptive parents
-
Evidence for Environmental Influences on Intelligence
- Twin and Adoption Studies
- Effects of Home Environment
- Effects of Early Nutrition
- Effects of Early Intervention
- Effects of Formal Schooling
- The Flynn Effect
-
The Flynn Effect
- Improved way of life --> More intelligent
- Reached era where we're not anymore intelligent that the previous
- Genetic traits or technology?
-
Giftedness
- IQ at least 130
- Advanced Placement classes include higher level material in specific subjects
-
Issues with Giftedness
- Gifted adolescents become bored and alienated from school or socially isolated
- Challenges in defining giftedness have implications for gifted education
-
Addressing the unique needs of gifted children and adolescents:
- Individualize instruction in accordance with students' specific talents
- Form study groups of gifted students who have similar abilities and interests
- Teach complex cognitive skills within the context of specific school topics rather than separately from the standard school curriculum
- Provide opportunities for independent study
- Encourage students to set high goals for themselves, but without expecting perfection
- Seek outside resources
-
Mental Retardation
- Disability marked by significantly below-average general intelligence and deficits in adaptive behavior
- Child must exhibit both before diagnosed
- Adaptive Behavior: Behavior related to daily living skills and appropriate conduct in social situations
-
Maximizing the development of children and adolescents with mental retardation
- Encourage infants to use strengths they have, and offer opportunities and support for acquiring new knowledge and skills
- Introduce new material at slower pace, and provide many opportunities for practice
- Explain tasks concretely and in specific language
- Give explicit guidance about how to study
- Give feedback about specific behaviors rather than about general areas of performance
- Encourage independence
-
Motivation
- Defined as a state that energizes, directs, and sustains behavior
- It's what gets people to do something and keeps them doing it
- All children and adolescents are motivated in one form or another
-
Extrinsic Motivation
- External factors unrelated to the task and outside of the individual
- Examples include praise, rewards, grades, etc.
-
Intrinsic Motivation
- Internal desire to perform a particular task
- Ex: Working on extra homework problems to improve their skills
-
Effects of Extrinsic Rewards and Punishment
Emphasis on environmental influenced to behavior
- Reinforcement
- Primary - Satisfy a built-in need
- Secondary - Created over time by pairing with other reinforcers
- Delayed Gratification
- Children become better at this as they grow older
-
Social Learning
Extension of learning theory that includes modeling where people observe behavior and pattern their own after it
- Bandura - Model is admired or observer is inexperienced
- Self-efficacy motivates people to change themselves and their contexts
-
Vicarious Punishment
Behavior decreases as a result of seeing someone else be punished for the behavior
-
Vicarious Reinforcement
Behavior increases as a result of seeing someone else be rewarded for someone's behavior
-
Key Principles of Intrinsic Motivation
- Children seem to be genetically predisposed to exploring their environment
- Children require consistency in understanding their world
- Children gravitate towards activities at which they think they will be successful
- Children prefer certain levels of autonomy
High self-efficacy = higher chance of activity being undertaken
-
Mastery goal
Desire to acquire new knowledge or skills
-
Performance goal
Desire to achieve favorable status with other
-
Social goal
Desire to establish and maintain good relationships with others
-
Development of Attributions: 3 Characteristic Groups
- Internal/External
- Stable/Unstable
- Controllable/Uncontrolable
-
Development of Attributions
- Children develop an ability to discriminate among possible causal factors
- Children begin to attribute their successes and failures to stable uncontrollable characteristics vs. effort
- Children become predictable in their patterns of attribution regarding future performance
-
Mastery orientation
Belief that one is capable of accomplishing difficult tasks
-
Learned helplessness
Belief that you have little or no control over your environment and that you do no have the ability to accomplish tasks
-
Diversity in Motivation
- Both nature and nurture
- Gender stereotypes affect children's self-efficacy for certain roles
- Culture and ethnicity may affect self-efficacy for academic and future success
- Cultural differences are also seen in the career and activity choices of children
-
Motivating Children and Adolescents
- Focus on promoting intrinsic motivation
- Focus on enhancing children's self-efficacy for mastering important knowledge and skills
- Encourage children to set goals
- Help children to refocus their efforts after failures
- Help children meet their social goals
- Use extrinsic reinforcers only when necessary
- Be aware of at-risk students' needs
- Minimize comparison and competition among children
- Expose children to successful models with characteristics and backgrounds similar to their own
-
School
- Classroom climate is important (Nurturing, supportive, warm)
- Instructional methods should be engaging and foster cooperative behavior
- Participation in school activities and events
- Aid in socialization of children
-
Tips for teachers
- Uncover the hidden curriculum
- Consider the hidden messages learned by children about school
- When communicating high expectations it's important to:
- Learn more about the student's background and home environment
- Collaborate with fellow educators to maximize academic success at a school level
-
Transitions to New Schools
- Entering a new schools requires adjustment
- In elementary school children must adjust to peers and teachers, as well as structure and rules
- In secondary school there are 2 main transitions (Junior high and High school)
- Secondary schools are not always structured to support and meet adolescents' developmental needs
-
Society
- Large group of people
- All live in a particular region
- All share certain customs
- Plays an important role by providing children with services
- Child care
- Early childhood intervention programs
- After-school programs
- Religious groups and affiliation
|
|
