EDU3102 CHILD DEVELOPMENT

PISMP BI (SK) 2 JAN 2013

INSTRUMENT 1 CHECK LIST Mark () on the box according to the relevance of the theories applied.

1) COGNITIVE DEVELOPMENT PIAGETS THEORY (Preoperational Stage and Concrete Operational Stage) Preoperational Stage (2 7 years old) **The stage that the chosen pupil should have accomplished before entering Primary School. Characteristics / Criteria The pupil begins to use his/her mental capabilities to produce new schemes. Able to use his/her mind to imagine and plan his/her action/activities to construct schemes. The pupil is able to utilize many action schemes, which pertain to physical actions. (Schemes: mental systems or categories of perception and experience) Rapid development of language. Able to present objects/physical movements by using symbols. (Symbols: include words, gestures, signs and images) Lacks the concept of conservation. (The principle that quantity remains the same despite changes in shape) Egocentric, tend to see the world and the experience of others from his/her own viewpoint. Unable to understand the process of transformation, reversibility and reasoning. (Reversibility: The ability to think through a series of steps, then mentally reverse the steps and return to the starting point; also called reversible thinking) Has difficulties seeing another persons point of view. The pupil starts using schemes which portray the mental development.
INSTRUMENT 1 CHECK LIST

Yes

No

EDU3102 CHILD DEVELOPMENT

PISMP BI (SK) 2 JAN 2013

The ability to form and use symbols. (words, gestures, signs and images) Egocentric, the pupil engage in make believe and can understand and express relationships between the past and the future. (Tend to have viewpoints of others based on their own experience) The developing ability to think about objects in symbolic form are limited in one direction only. (one-way logic)

Concrete Operational Stage (7 11 years old) **The stage that the chosen pupil must accomplished during Primary School. Characteristics / Criteria Able to think logically about concrete objects. Begin to grasp conservation. (Change in shape does not mean change in quantity). Understood the process of transformation, reversibility and reasoning. Able to solve concrete (hands-on) problems in logical fashion. Understands law of conservation and is able to classify and seriate. (Classification: Grouping objects into categories.) (Serration: process of arranging in series according to an ascending or descending order) Master three basic aspects of reasoning in conservation: I. II. III. Identity Compensation Reversibility Yes No

Unable to do hypothesis and solve abstract questions or problems that involve the coordination of many factors at once. Thinking becomes less egocentric with increased awareness of external events, and involves concrete references. Developed a complete and logical thinking.

INSTRUMENT 1 CHECK LIST

EDU3102 CHILD DEVELOPMENT

PISMP BI (SK) 2 JAN 2013

The use of logical and systematic manipulation of symbols, which are related to concrete objects. Able to solve conservation problems. Master the three basic aspects of reasoning: Identity, compensation, and reversibility. Able to realize that elements can be changed or transformed and still converse many of their original characteristics, and the understanding that these changed can be reversed. Is able to recognize the logical stability of the physical world.

2) COGNITIVE DEVELOPMENT VYGOTSKYS THEORY

Characteristics / Criteria Is there any open discussion in class that enable the pupil to ask and answer question? The teacher applied the social level in teaching. The teacher encourages the pupil to interact with one another while conducting a class. The teacher increases the level of difficulty. The teacher gives the pupil exercise and helps him/her when he/she is really stuck. The teacher applies the assisted learning in class in which the teacher acts as a facilitator. The cultural tools - psychological and material tools - have helped the pupil to communicate, think, solve problems, and create knowledge. The pupil is talking to himself/herself in order to understand a lesson or to make decision. There are collaborations between the teacher and the pupil and between the student and his/her friends in class. The school applies and experiments with peer tutoring among the students.
INSTRUMENT 1 CHECK LIST

Yes

No

EDU3102 CHILD DEVELOPMENT

PISMP BI (SK) 2 JAN 2013

The pupil is capable to understand and exchange ideas in order to learn about their world. The teacher and peers also help and support the pupil in order to make him/her understand the lesson. The teacher in class to help the pupil understand the lesson better has used the material tools. (printing materials, computer, or the Internet) The pupil is capable to respond, give feedback, as well as ask question while the teacher is conducting a class. The pupil interacts with other students in class as well as outside the class in the school compound. The teacher gives some clues, structure, or reminders to the pupil in order to guide the student in understanding and applying the knowledge. The teacher in class to help the pupil understand the lesson better has used the psychological tools. (signs, symbols system - number systems, works of art)

3) SOCIO EMOTION DEVELOPMENT THEORY

Characteristics / Criteria The pupil deals with demands to learn new skills or risk a sense of inferiority, failure and incompetence. Teachers are tolerant of accidents and mistakes, especially when the pupil is attempting to do something on their own. The pupil shows trust to others (e.g. the teachers and peers). The pupil does not have confidence in expressing himself/ herself in class. The pupil is given the opportunity to show his/her independence (autonomy) and ability in class.

Yes

No

INSTRUMENT 1 CHECK LIST

EDU3102 CHILD DEVELOPMENT

PISMP BI (SK) 2 JAN 2013

The pupil shares his/her problems and asks advice from friends/ teachers. The pupil does not have confidence in expressing himself/ herself in class. Teachers provide support to the pupil when he/she seems discourage/ show low self-confidence.

MORAL DEVELOPMENT THEORY

Characteristics / Criteria Moral Education is carried out accordingly within the timetable. Teachers carry out activities to instil good moral values. The pupil is aware of the school rules. The pupil listens to the instructions given by the teacher in the classroom. Teachers set up classroom rules that require moral behaviour. The school rings the bell to indicate certain time. The pupil supervised by the teachers/prefects during recess time. The school practices 3R. (Recycle, Reuse, Reduce) Every classroom has a duty roster.

Yes

No

INSTRUMENT 1 CHECK LIST