The Cognitive Domain

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The Cognitive Domain

• Chapter 11

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• http//www.zerotothree.org/site/PageServer?pagenam
  eter_key_brain_quiz

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Logical Mathematical knowledge

• Relations between objects, and phenomena deriving
  from observation
• Developing a logical organization to deal more
  effectively with incoming knowledge including
  matching, classifying, patterning, seriating,
  numbering, using space, topological, inclusion,
  exclusion and time

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Physical Knowledge

• Observable attributes of objects and physical
  phenomena size, color, shape, weight, texture,
  tendencies under varying conditions,

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Representational Knowledge

• Imaginative expression of symbolic thought that
  represents the childs mental world
• Manipulation of images art, symbols, and language
  to stand for objects, events and concepts
• Competence in restructuring an experience in
  another way through symbolic representation

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Social conventional knowledge

• Cultural and social conventions, rules and
  viewpoints transmitted to children by family,
  society, school and peers to guide behavior
  related to other individuals, institution and the
  use of goods and services,

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Metacognition

• Proficient strategies for monitoring your
  thinking processes
• Development of skills needed for critical and
  fair thinking, mental flexibility, organization
  of their ideas and application of the many
  essential components of learning.

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Emphasis of Cognitive Domain

• Skill based planning that helps children develop
  main cognitive and psychomotor skills, language
  skills, and process thinking skills.
• These skills help children CONSTRUCT their own
  knowledge!!!!

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Science

• Process of finding out and a system for
  discovering and reporting discoveries.

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Essentials of Inquiry

• Assists in the understanding of science concepts
• Helps the students know what we know
• Develops an understanding of the nature of
  science
• Skills necessary for the independent inquirers
• Develops the disposition to think and apply

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Importance of Math Skills

• More flexibility of thinking skills
• Detect patterns
• Form concepts

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Drawbacks of Worksheets

• Child has no ownership to worksheet
• Confined by layout
• Closed questions and only one answers
• Do not tell what the child can do but oftern what
  they cannot do
• Children get bewildered in finding the sense in a
  workshop

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Continued drawbacks

• The match of worksheet to child is difficult and
  child is often below their level
• Worksheets are very often not teaching what they
  are thought to be teaching! Do they color longer
  than figure out how many there are????

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Counting Principles

• One to one principle
• Stable order principle
• Cardinal principal
• Abstraction principle
• Order irrelevance principle

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One to One Principle

• Using one and only one number name for each item
  counted

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Stable Order Principle

• Using the number names in a stable order, such as
  one, two, three.. even though the order may be
  unconventional such as six, eleven, thirteen

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The cardinal Principle

• Using the last number name spoken to describe the
  number of objects in the set, one, two, three
  three snakes

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The Abstraction Principle

• Counting part of a mixed set of items, for
  example counting the red blocks in a building
  made of multicolored blocks

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The Order Irrelevance Principle

• Recognizing the a the order in which objects is
  irrelevant, Six balls are always six no matter
  which one you count first.

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Teaching Strategies

• Encourage intellectual autonomy when expanding
  childrens general cognitive skills.

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Develop childrens ability to move out of a
comfort zone with respect to inaccurate concepts

• Hypothetical thinking
• Reversal
• Application of different symbol systems
• Analogy
• Analysis of point of view
• Completion
• Use of graphic organizers

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Place more emphasis on children's
understanding of the concepts than on rote
learning
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Integrate science and mathematical
concepts and skills throughout all areas of the
early childhood curriculum
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Extend childrens science and mathematical
vocabulary
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Use everyday experiences in the
classroom to help children connect science and
mathematics to daily living and see it as useful
and necessary
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Develop positive learning attitudes and
practices in the classroom
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Use collections as a way to extend and
assess childrens ability to categorize, classify
and display information.
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Advantages of the interest based curriculum

• Interests the children
• Learning is generally hands on
• Learning is generally concrete in nature

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Disadvantages

• No accountability
• No cohesive nature of the curriculum
• No connection between units for the children
• No direction in what is learned

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Disadvantages

• No checks and balances to assess learning
• No advance planning
• No opportunity to expand on what is being learned

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Horizontal Planning is

• Place to begin and gather ideas
• Provides a time line for the program year
• Individual themes provide consecutive guideposts
  or milestones through out the year.

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 Theme selection needs to consider

• Relevancy for the individual children in the
  program
• Preferences of the children
• Preferences of the teachers
• Preferences of the program
• Purposes of the program
• Cultural and family backgrounds of the children

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Horizontal Plan Outline

• Clearly shows primary, secondary and sub-themes
• Thematic units can easily be changed to match
  childrens needs and interests. New webbing
  resulting from childrens interests can easily be
  incorporated.

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Horizontal Plan Outline

• No dates or weeks for themes are rigidly set in
  stone time frames are flexible

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Horizontal Plan Outline

• Seeing the entire horizontal plan helps the
  teacher in advance planning of visitors and field
  trips, and in gathering particular items that may
  enrich the thematic unit.

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Problem Solving Learning Experiences

• Observing
• Describing
• Measuring
• Experimenting
• Comparing

• Counting
• Evaluating

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Elements

• Matching
• Grouping
• Pairing
• Ordering
• Cause and Effect

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Management System is Needed

• Children do not simply gain mastery of all skills
  simply by working with appropriate materials and
  activities each day.
• This is especially true for the ADD children,
  children with fetal alcohol syndrome, and some
  stressed children.

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Reasons for Management System

• The preferences of children making choice during
  free choice time.
• Where do the children spend most of their
  time? Areas they are successful in or areas they
  need some extra work in
• Generally we see children avoid the activities
  they do not care for or are initially successful
  in.

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Reason 2

• Are there enough opportunities for each
  individual child to work in each area as needed?
• Very true when there is a low teacher child
  ratio, and all of the children are well behaved
  and there are no behavior problems to deal with.
• Is there time in the day to make sure this gets
  done or are there so many other activities?

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Reason 3

• Diverse developmental and experiential levels of
  the children entering the program.
• Rise in Learning and Behavior Disabilities
• Rise in children from divorced families
• Rise of children from unstable families
• Child Abuse
• Drug and Alcohol use

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Goal of Management System

• Ensure that all basic skills are covered
• Practice has occurred throughout the year and in
  a sequence that promotes learning
• Practice has been meaningful and has meshed with
  childrens natural developmental process

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Skill Focused Activities

• Activities that are planned by the teacher in
  which children use particular materials to
  practice particular skills.
• When and in what order do I have children
  practice these skills?
• Am I really planning enough practice of each kind
  of skill activity?

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Developmentally Sequenced Activities

• Those activities that are planned in order to
  mesh with the ongoing and changing development of
  children as they grow and learn.

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Where are these activities found?

• We are searching for the in between points of
  the developmental milestones instead of focusing
  on the milestone itself.
• This is where the vertical curriculum comes into
  play.

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Natural Sequencing

• Gradual sequencing that occurs without
  intervention from anyone, and the child masters
  the skill.

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Guided Sequencing

• This development is provided by the teacher with
  more complicated materials being present on a
  regular basis. As the children gain skills in
  each activity, more is added or a more
  complicated skill is needed for the next activity.

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Planned Sequencing

• This occurs when the teacher actually is involved
  directly with the child to work on an individual
  skills.

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Sequenced Skill Focused Planning

• Keep in mind that we must go from concrete and
  real to help the child eventually move to the
  more abstract in nature.

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Emphasis

• The emphasis is on the planning that helps
  children develop their cognitive and psychomotor
  skills and helps them in the process of thinking
  and constructing their own knowledge.

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Planned Sequencingperceptual skills

• As teachers we need to provide activities where
  children will first
• Match Objects that are the same
• Find Objects that are the same from objects that
  are not the same
• Label the object within a variety of other
  objects, correctly

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Beyond Match Find and Label

• Problem solving skills based on the initial skill
  of being able to use the information in a new
  way. For example once the child sorts all the
  alike objects then he is problem solving and
  applying his knowledge.

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Memory
Problem solving
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Elements of Cognitive Curriculum

• Conservation
• Common Relations
• Visual Discrimination