Sensorimotor stage of development (Piaget)
- Age: 0-18 months
- infant explores through direct sensory and motor activity. Things learned are based on
... [Show More] experience, trial and error. Object permanence and separation anxiety form.
Preoperational stage of development (Piaget)
- Age: 2-7 y/o
- development of language, memory, imagination. Intelligence is egocentric (focused on self) and intuitive (unable to understand perspective other than self)
- goal: symbolic thought
concrete operational stage of development (Piaget)
- Age: 7-11 y/o
- logical and methodical manipulation of materials. More away of outside world. Time, space, quantity can be understood and applied.
- goal: operational thought
Formal operational stage of development (Piaget)
- Age: 11-adulthood
- Use symbols to relate to abstract concepts. Make hypotheses, grasp abstract concepts and relationships.
Speech and language milestones: 0-5 months
make noise when talked to, vocal pleasure & displeasure (laughs, cries, etc.)
Speech and language milestones: 6-11 months
understands no, babbles, communicates through actions, says first word, pays attention to own name
Speech and language milestones: 12-17 months
answers simple questions nonverbally, vocabulary of 4-6 words, experiences separation anxiety
Speech and language milestones: 18-23 months
vocab ~50 words (often unclear pronunciation), combine words/2-word phrases ("more milk")
Speech and language milestones: 2-3 years
3-word sentences, answer simple questions, begin to use plurals, ask questions
Speech and language milestones: 3-4 years
groups objects, identifies colors, describes objects, uses -ing verbs
Speech and language milestones: 4-5 years
understands spacial concepts, complex questions, irregular past tense verbs, describes how to do things, answers "why" questions
Speech and language milestones: 5 years
understands time sequences (1st, 2nd...), carries out directions of 3+ tasks, engages in conversation, uses compound and complex sentences, creates stories using imagination
Parents can provide cognitive stimulation in infants by:
developing a strong emotional relationship
Vygotsky
Zone of Proximal development, children learn through interaction
Erik Erikson
8 stages of development, one must cope before processing to the next stage.
Gardner
theory of multiple intelligences
modeling
approach to instruction where students learn through seeing task being carried out.
cooperative learning
Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn.
scaffolding
Adjusting the support offered during a teaching session to fit the child's current level of performance, gradually removing support
inquiry based learning/instruction
emphasizes student role in learning, rather than the teacher presenting facts. Pose questions, problems, scenarios to students, and they explore to find solutions.
convergent research
problems focusing on societal needs
first-language interference
effects thought process and production of L2
ELL students need...
direct instruction in phonics, modeling to correct speech, acceptance of L1
What is the benefit to the teacher writing speech for ELL students?
text-to-written connections
When assessing ELL students, what should teachers look to do?
Identify specific weaknesses in academic knowledge and skills
first thing ELL students typically go through
period of silence
what develops first for most ELL's: oral communication or reading and writing?
oral communication
Major milestones (2) for ELL's
~ first 2 years: basic interpersonal communication
~ 5-7 years: cognitive academic language
family systems theory
family members interconnect, influence each other's behavior. View "system" of family as a whole, rather than each member being an individual element.
diphthong
"gliding vowel", when a sound is made by combining 2 vowels.
blend
2-3 consonants make specific sounds ("spl")
digraph
two letters that make one sound (type of blend)
phonological awareness
sound structure of words, predictor of later reading ability. Students should be able to recognize and use rhyme, break words into syllables, blend phonemes, identify beginning and ending sounds.
phonemic awareness
students demonstrate ability to hear rhyme and alliteration, find different sounds in words, blend and segment phonemes.
consonant cluster
A group or sequence of consonants that appear together in a syllable without a vowel between them.
Letter-Sound Correspondence
Making a connection between individual letters and the sounds they represent (graphophonics).
prosody
the patterns of rhythm and sound used, provides clues about attitude
norm-referenced testing
compared to against peers, expressed in percentiles
criterion-referenced testing
measures performance of skill acquisition. compared to against objective/performance standard, use percentages
Informal Phonics Inventory
used to see which sounds students need more practice with
prosodic reading
Reading with expression (timing, phrasing, intonation)
responsive listening
listen with intent of understanding, rather than replying. Good for motivation, conflict resolution
Semantic Mapping
A strategy that visually displays the relationship among words and helps to categorize them.
cultural diffusion
the spread of cultural beliefs and social activities from one group to another
relative magnitude of numbers
size of a number
discrepant event
surprising outcome that the learner would not assume [Show Less]