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I believe that this activity that I have made is the best because it will
enhance children’s logical abilities as well as language abilities. I also
have to add up a method on this activity which is the Interview Method
because the teacher has to hold the object and say to the child to “find
some things that belong to this object” and after the choices have
been made, ask,“ why these things belong together.” This activity will
also offer children the opportunity to develop manipulative skills.
3. The 3 R’s (reading, writing, and rithmetic) are among the
basic skills taught in the preschool. Discuss how they
interrelate with each other.
The first moral percept of the child is obedience. Parents are loved and
considered always correct. In play with others the “rules” are inviolate,
they may be poorly understood. “Truth” is a must, but if lies must be
told, the child will accept punishment. All of his moral values are those
of adults, especially his parents.
In the concrete operational stage, from ages 7 to 12, the child begins
to deal with abstract concepts such as numbers and relationships. The
child is capable of cooperation because his own point of view from that
of another. True discussion is now possible. He searches for logical
explanations and justifications, and the animism of early childhood
disappears. He can now completely dissociate himself from another
person, and his language reflects this. The child of seven or eight
thinks before acting and thus begins to conquer the difficult process of
reflection.
These changes lead to important moral concepts that characterize this
period. As a function of cooperation among children the feeling of
mutual respect arises. Honesty and obeying the rules is now based on
agreement and esteem among peers. The relationship with parents
also changes as the child differentiates between submission and
justice.
Finally, in the formal operational stage, ages 12 to 15, the child begins
to reason logically and systematically. This stage is characterized by
Piaget’s conceptions by still further maturation of thought processes
that are only modified to a degree by the psycho logic changes of this
period, including sexual changes. This is a continuation of the relatively
concrete thinking of middle childhood, which now progresses to
reflection no longer attached to external reality. Thinking becomes
both hypothetic and deductive. Perception of problems involving
spatial relationships, size and quantization is possible on a level not
previously attainable.
Sources:
Books:
Internet:
http://humsci.auburn.edu/~abellel/beeprogram/links/resourceupdates/f
ouryearolds/growthdev/growthdev.htm
http://www.nncc.org/Child.Dev/presch.dev.html