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Activity Alignment with
   Piaget’s Cognitive
Developmental Theory
               Team A:
 Alice Allen, Amanda Pegues, Emily
Carter, Shari Hardy, Bobbi Murrell
Jean Piaget’s Cognitive Developmental Theory
             (Bee & Boyd, 2004)
• Piaget considered children to be active
  participants in the development of their own
  knowledge
• Proposed that children are born with basic
  schemes (basic actions of knowing) and
  incorporate new schemes during life through:
  – Assimilation
     • absorbing new experiences into existing schemas
  – Accommodation
     • modification of existing schemes as a result of new
       information
  – Equilibration
     • restructuring of schemes
                                                             2
Piaget’s Cognitive Developmental Theory
           (Bee & Boyd, 2004)
• Developed 4 stages in which
  children’s learning evolves:
  – Sensorimotor
    • Birth to 18 months
  – Preoperational stage
    • 18 months to age 6
  – Concrete operations stage
    • Ages 6-12
  – Formal operations stage
    • Adolescence
                                          3
Piaget and the Classroom
             (Bee & Boyd, 2004)
• Piaget believed there were two
  environmental factors which
  led to stage progression:
  – Social transmission
     • Information the child gets from
       other people such as peers and
       teachers
  – Experience
     • The child’s actions on the world and
       his vision of the results
• School exposes children to
  many opportunities for social
  transmission and experience

                                              4
Application of Piaget’s Theory to
               Classroom
• According to the National Association for
  the Education of Young Children (NAEYC)
  (1993):
    A principle of practice for primary-age children is that
    the curriculum provide many developmentally appropriate
    materials for children to explore and think about and
    opportunities for interaction and communication with
    other children and adults, Similarly, the content of the
    curriculum must be relevant engaging, and meaningful to
    the children themselves (p.64).




                                                               5
Learning Activity for Kindergarten:
 Language Arts, Science and Math




    THE VERY HUNGRY
      CATERPILLAR
                                      6
Learning Outcomes
Students will:
• Remember the days of the week through meaningful interaction
  and questioning
• Develop schemas in relation to phonics, language arts, and
  nature’s life cycles
• Exercise observation skills by watching larvae turn into a
  butterfly through the use of a butterfly kit and streaming
  videos
• Reinforce counting ability by charting the number of foods the
  caterpillar ate and providing manipulatives for exploration of
  numbers
   – “Students' use of materials helps to build their mathematical confidence by
     giving them a way to test and confirm their reasoning” (Ojose, 2008, p. 28).
• Develop emerging skills with conservation
   – “Conservation is the understanding that the quantity of a substance remains
     the same even when its appearance changes” (Bee & Boyd, 2004, p. 155)
                                                                                7
Teacher Planning
Resources for Language          Resources for Math:
   Arts:                        1. Weekly calendar chart
1. The Very Hungry              2. Numbers for how many
   Caterpillar by Eric Carle       foods the caterpillar ate
2. Felt board for pictures of      before he made his cocoon
   caterpillar, larvae and
   butterflies                  Resources for Science:
3. Magazines with pictures      1. Pictures of the life cycle
   of different foods to           of the butterfly
   illustrate what was eaten
                                2. Varied materials for
4. Cards for first letters of      children to develop their
   each of the foods the           own representation of the
   caterpillar ate                 life cycle of the butterfly
5. Pocket chart to hold
   letters
                                                                 8
•   Read “The Very Hungry Caterpillar” by Eric Carle
                    and discuss the story

Language Arts
                •   Have children make predictions before the book is
                    read and connections after the book is read to
                    assess their understanding of material
                •   Talk about days of the week
                     –   Make the days of the week meaningful to the children
                         by having them discuss what they do on certain days
                         of the week
                •   Ask questions about student’s knowledge of
                    caterpillars and butterflies
                     –   Make a KWL chart, writing what the children know,
                         what they want to know, and what they have learned
                •   Provide various activities for students to
                    demonstrate their knowledge of the story
                     –   Have children pull out letters to match to the food
                         that begins with that letter, practicing phonics
                     –   Have children talk about their favorite foods and
                         what they would have eaten if they were the hungry
                         caterpillar
                     –   Supply materials at centers so that children can
                         explore sequencing of the story, magazines with
                         pictures of food, journals to write and draw about
                         life cycles

                                                                               9
Math
• Graph the number of foods the
  caterpillar ate under each day of
  the week
• Chart the number of foods the
  caterpillar ate on the chalkboard
• Develop conservation concept
   – Discuss that although the caterpillar
     goes through stages, he is still only
     one caterpillar
• Provide manipulatives to represent
  the number of foods the
  caterpillar ate


                                             10
Science
• Have the students sequence pictures
  of the life cycle of a butterfly
• Apply the pictures in order to the
  bulletin board so that the classroom
  can discuss the changes the
  caterpillar goes through
• Make this activity meaningful to the
  children by explaining to them the
  stages a human goes through
• Ask the children to relate their
  experiences with butterflies and
  caterpillars
                                         11
Activity in relationship to Piaget’s
                       Theory
•   The Very Hungry Caterpillar activity
    helps children learn while they are in
    Piaget’s preoperational stage of
    development
•   Children will begin to learn conservation,
    counting, days of the week, phonics,
    reading comprehension, and the life
    cycle of a caterpillar
•   Through varied materials the teacher
    will enrich the environment making the
    activity more meaningful to the
    students
•   Allowing the children to work together
    and share their observations will
    increase opportunities for social
    transmission
                                                 12
Piaget’s Theory:
   Building Schemas Regarding Nature and
                 Conservation
• This activity helps children to build their
  schema regarding insects and nature
• Children will learn conservation:
   – Even though the caterpillar changes to a
     butterfly there is still only one creature




                                                  13
Construction of Knowledge Frameworks

• Children construct frameworks of
  knowledge within which he or she
  organizes the specific bits
   – Learning phonics, such as the sound
     the letter C makes, will reinforce
     these frameworks



                                           14
Enriching the Environment
• The teacher must provide a rich environment in
  which children can construct their own schemas:
  – Supply pictures which show the stages of human growth
    paired with pictures of the stages of the caterpillars
    transformation
  – Provide pretend food which children can handle
  – Place posters in room with the months and days of the week
  – Provide bulletin and felt boards where children can post the
    food eaten by the caterpillar
  – Supply magazines and varied materials so that children can
    draw and write about their own preferences for food
  – Manipulatives should be available for children to use in
    counting and sorting

                                                                   15
Social Interaction
• The teacher must provide an
  environment where social
  interaction occurs
• According to the NAEYC (1993):
    “The relevant principle of practice is that
     teachers recognize the importance of
     developing positive peer group relationships
     and provide opportunities and support for
     cooperative small group projects that not
     only develop cognitive ability but promote
     peer interaction” (p. 64)
• Teachers should:
      • Break children into groups to discuss
        the activity
      • Discussing pieces of the activity as a
        whole group encouraging children to
        share personal knowledge and
        experience of the topic                     16
Teachers Provide an Active Approach to
               Learning
• Interaction between the student and teacher is important
  to create a cooperative relationship
   – “…the objective is to establish curricula that simultaneously match
     aspects of the child’s existing schemata and that move beyond the
     child’s current understanding. This active approach to learning
     allows the child to assimilate material while at the same time leading
     the child to modify existing schemata to accommodate the
     discrepant material” (Downs, Liben, & Daggs, 1988, p. 684)
• Children will learn rules and morals about what is expected
• The teacher will facilitate discussions transmitting
  information from her own schema to the children for
  assimilation and accommodation



                                                                          17
Conclusion
• This activity illustrates Piaget’s Cognitive Developmental Theory
  through the provision of:
   – Developmentally appropriate practices
   – Making learning meaningful for the children
   – Opportunities for social transmission and working in the
     environment
• Children are allowed to be active in their own learning through:
   –   Discussions with the teacher
   –   Conversations with classmates
   –   Manipulative usage
   –   Creation of their own projects to match understanding of the
       material
• “The work of Piaget has demonstrated that learning is a complex
  process that results from the interaction of the children’s own
  thinking and their experiences in the external world” (NAEYC,
  1993, p. 51)

                                                                      18
References
Arlin, P. (1990, October). Teaching as conversation. Educational
   Leadership, 48(2),82. Retrieved December 3, 2008, from MasterFILE
   Premier database.
Bee, H., & Boyd, D. (2004). The developing child. Allyn and Bacon: Pearson
   Education, Inc. Available from the University of Phoenix eBook
   Collection database.
Downs, R., Liben, L., & Daggs, D. (1988, December). On education and
   geographers: The role of cognitive developmental theory in geographic
   education. Annals of the Association of American Geographers, 78(4),
   680-700. Retrieved November 28, 2008, from Academic Search
   Complete database.
National Association for the Education of Young Children. (1993).
   Developmentally appropriate practices in early childhood programs
   serving children from birth through age 8. Washington, D.C.: NAEYC.
Ojose, B. (2008, Summer). Applying Piaget's Theory of Cognitive
   Development to Mathematics Instruction. Mathematics Educator, 18(1),
   26-30. Retrieved November 28, 2008, from Education Research
   Complete database.

                                                                             19

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Team+A+Powerpoint+Piagets+Cognitive+Developmental+Theory+Activity

  • 1. Activity Alignment with Piaget’s Cognitive Developmental Theory Team A: Alice Allen, Amanda Pegues, Emily Carter, Shari Hardy, Bobbi Murrell
  • 2. Jean Piaget’s Cognitive Developmental Theory (Bee & Boyd, 2004) • Piaget considered children to be active participants in the development of their own knowledge • Proposed that children are born with basic schemes (basic actions of knowing) and incorporate new schemes during life through: – Assimilation • absorbing new experiences into existing schemas – Accommodation • modification of existing schemes as a result of new information – Equilibration • restructuring of schemes 2
  • 3. Piaget’s Cognitive Developmental Theory (Bee & Boyd, 2004) • Developed 4 stages in which children’s learning evolves: – Sensorimotor • Birth to 18 months – Preoperational stage • 18 months to age 6 – Concrete operations stage • Ages 6-12 – Formal operations stage • Adolescence 3
  • 4. Piaget and the Classroom (Bee & Boyd, 2004) • Piaget believed there were two environmental factors which led to stage progression: – Social transmission • Information the child gets from other people such as peers and teachers – Experience • The child’s actions on the world and his vision of the results • School exposes children to many opportunities for social transmission and experience 4
  • 5. Application of Piaget’s Theory to Classroom • According to the National Association for the Education of Young Children (NAEYC) (1993): A principle of practice for primary-age children is that the curriculum provide many developmentally appropriate materials for children to explore and think about and opportunities for interaction and communication with other children and adults, Similarly, the content of the curriculum must be relevant engaging, and meaningful to the children themselves (p.64). 5
  • 6. Learning Activity for Kindergarten: Language Arts, Science and Math THE VERY HUNGRY CATERPILLAR 6
  • 7. Learning Outcomes Students will: • Remember the days of the week through meaningful interaction and questioning • Develop schemas in relation to phonics, language arts, and nature’s life cycles • Exercise observation skills by watching larvae turn into a butterfly through the use of a butterfly kit and streaming videos • Reinforce counting ability by charting the number of foods the caterpillar ate and providing manipulatives for exploration of numbers – “Students' use of materials helps to build their mathematical confidence by giving them a way to test and confirm their reasoning” (Ojose, 2008, p. 28). • Develop emerging skills with conservation – “Conservation is the understanding that the quantity of a substance remains the same even when its appearance changes” (Bee & Boyd, 2004, p. 155) 7
  • 8. Teacher Planning Resources for Language Resources for Math: Arts: 1. Weekly calendar chart 1. The Very Hungry 2. Numbers for how many Caterpillar by Eric Carle foods the caterpillar ate 2. Felt board for pictures of before he made his cocoon caterpillar, larvae and butterflies Resources for Science: 3. Magazines with pictures 1. Pictures of the life cycle of different foods to of the butterfly illustrate what was eaten 2. Varied materials for 4. Cards for first letters of children to develop their each of the foods the own representation of the caterpillar ate life cycle of the butterfly 5. Pocket chart to hold letters 8
  • 9. Read “The Very Hungry Caterpillar” by Eric Carle and discuss the story Language Arts • Have children make predictions before the book is read and connections after the book is read to assess their understanding of material • Talk about days of the week – Make the days of the week meaningful to the children by having them discuss what they do on certain days of the week • Ask questions about student’s knowledge of caterpillars and butterflies – Make a KWL chart, writing what the children know, what they want to know, and what they have learned • Provide various activities for students to demonstrate their knowledge of the story – Have children pull out letters to match to the food that begins with that letter, practicing phonics – Have children talk about their favorite foods and what they would have eaten if they were the hungry caterpillar – Supply materials at centers so that children can explore sequencing of the story, magazines with pictures of food, journals to write and draw about life cycles 9
  • 10. Math • Graph the number of foods the caterpillar ate under each day of the week • Chart the number of foods the caterpillar ate on the chalkboard • Develop conservation concept – Discuss that although the caterpillar goes through stages, he is still only one caterpillar • Provide manipulatives to represent the number of foods the caterpillar ate 10
  • 11. Science • Have the students sequence pictures of the life cycle of a butterfly • Apply the pictures in order to the bulletin board so that the classroom can discuss the changes the caterpillar goes through • Make this activity meaningful to the children by explaining to them the stages a human goes through • Ask the children to relate their experiences with butterflies and caterpillars 11
  • 12. Activity in relationship to Piaget’s Theory • The Very Hungry Caterpillar activity helps children learn while they are in Piaget’s preoperational stage of development • Children will begin to learn conservation, counting, days of the week, phonics, reading comprehension, and the life cycle of a caterpillar • Through varied materials the teacher will enrich the environment making the activity more meaningful to the students • Allowing the children to work together and share their observations will increase opportunities for social transmission 12
  • 13. Piaget’s Theory: Building Schemas Regarding Nature and Conservation • This activity helps children to build their schema regarding insects and nature • Children will learn conservation: – Even though the caterpillar changes to a butterfly there is still only one creature 13
  • 14. Construction of Knowledge Frameworks • Children construct frameworks of knowledge within which he or she organizes the specific bits – Learning phonics, such as the sound the letter C makes, will reinforce these frameworks 14
  • 15. Enriching the Environment • The teacher must provide a rich environment in which children can construct their own schemas: – Supply pictures which show the stages of human growth paired with pictures of the stages of the caterpillars transformation – Provide pretend food which children can handle – Place posters in room with the months and days of the week – Provide bulletin and felt boards where children can post the food eaten by the caterpillar – Supply magazines and varied materials so that children can draw and write about their own preferences for food – Manipulatives should be available for children to use in counting and sorting 15
  • 16. Social Interaction • The teacher must provide an environment where social interaction occurs • According to the NAEYC (1993): “The relevant principle of practice is that teachers recognize the importance of developing positive peer group relationships and provide opportunities and support for cooperative small group projects that not only develop cognitive ability but promote peer interaction” (p. 64) • Teachers should: • Break children into groups to discuss the activity • Discussing pieces of the activity as a whole group encouraging children to share personal knowledge and experience of the topic 16
  • 17. Teachers Provide an Active Approach to Learning • Interaction between the student and teacher is important to create a cooperative relationship – “…the objective is to establish curricula that simultaneously match aspects of the child’s existing schemata and that move beyond the child’s current understanding. This active approach to learning allows the child to assimilate material while at the same time leading the child to modify existing schemata to accommodate the discrepant material” (Downs, Liben, & Daggs, 1988, p. 684) • Children will learn rules and morals about what is expected • The teacher will facilitate discussions transmitting information from her own schema to the children for assimilation and accommodation 17
  • 18. Conclusion • This activity illustrates Piaget’s Cognitive Developmental Theory through the provision of: – Developmentally appropriate practices – Making learning meaningful for the children – Opportunities for social transmission and working in the environment • Children are allowed to be active in their own learning through: – Discussions with the teacher – Conversations with classmates – Manipulative usage – Creation of their own projects to match understanding of the material • “The work of Piaget has demonstrated that learning is a complex process that results from the interaction of the children’s own thinking and their experiences in the external world” (NAEYC, 1993, p. 51) 18
  • 19. References Arlin, P. (1990, October). Teaching as conversation. Educational Leadership, 48(2),82. Retrieved December 3, 2008, from MasterFILE Premier database. Bee, H., & Boyd, D. (2004). The developing child. Allyn and Bacon: Pearson Education, Inc. Available from the University of Phoenix eBook Collection database. Downs, R., Liben, L., & Daggs, D. (1988, December). On education and geographers: The role of cognitive developmental theory in geographic education. Annals of the Association of American Geographers, 78(4), 680-700. Retrieved November 28, 2008, from Academic Search Complete database. National Association for the Education of Young Children. (1993). Developmentally appropriate practices in early childhood programs serving children from birth through age 8. Washington, D.C.: NAEYC. Ojose, B. (2008, Summer). Applying Piaget's Theory of Cognitive Development to Mathematics Instruction. Mathematics Educator, 18(1), 26-30. Retrieved November 28, 2008, from Education Research Complete database. 19