Download Vertical Program Planning

The Cognitive Domain
Chapter 11
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pagename=ter_key_brain_quiz
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
Physical Knowledge
 Observable attributes of objects and physical
phenomena: size, color, shape, weight,
texture, tendencies under varying conditions,
Representational Knowledge
 Imaginative expression of symbolic thought
that represents the child’s 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
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,
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.
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!!!!
Counting Principles
 One to one principle
 Stable order principle
 Cardinal principal
 Abstraction principle
 Order irrelevance principle
One to One Principle
 Using one and only one number name for
each item counted
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”
The cardinal Principle
 Using the last number name spoken to
describe the number of objects in the set,
“one, two, three” three snakes
The Abstraction Principle
 Counting part of a mixed set of items, for
example counting the red blocks in a
building made of multicolored blocks
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.
Teaching Strategies
 Encourage intellectual autonomy when
expanding children’s general cognitive skills.
Develop children’s 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
Place more emphasis on
children's understanding of the
concepts than on rote learning
Integrate science and
mathematical concepts and
skills throughout all areas of the
early childhood curriculum
Extend children’s science and
mathematical vocabulary
Use everyday experiences in
the classroom to help children
connect science and
mathematics to daily living and
see it as useful and necessary
Develop positive learning
attitudes and practices in the
classroom
Use collections as a way to
extend and assess children’s
ability to categorize, classify
and display information.
Advantages of the interest based
curriculum
 Interests the children
 Learning is generally hands on
 Learning is generally concrete in nature
Disadvantages
 No accountability
 No cohesive nature of the curriculum
 No connection between units for the
children
 No direction in what is learned
Disadvantages:
 No checks and balances to assess
learning
 No advance planning
 No opportunity to expand on what is
being learned
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.
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
Horizontal Plan Outline
 Clearly shows primary, secondary and
sub-themes
 Thematic units can easily be changed to
match children’s needs and interests.
New webbing resulting from children’s
interests can easily be incorporated.
Horizontal Plan Outline
 No dates or weeks for themes are rigidly
set in stone: time frames are flexible
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.
Problem Solving Learning
Experiences
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Observing
Describing
Measuring
Experimenting
Comparing
 Counting
 Evaluating
Elements
 Matching
 Grouping
 Pairing
 Ordering
 Cause and Effect
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.
Reasons for Management
System
 The preferences of children making choice
during free choice time.
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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.
Reason #2
 Are there enough opportunities for each
individual child to work in each area as
needed?
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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?
Reason #3
 Diverse developmental and experiential
levels of the children entering the program.
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Rise in Learning and Behavior Disabilities
Rise in children from divorced families
Rise of children from unstable families
Child Abuse
Drug and Alcohol use
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 children’s natural
developmental process
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?
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.
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.
Natural Sequencing
 Gradual sequencing that occurs without
intervention from anyone, and the child
masters the skill.
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.
Planned Sequencing
 This occurs when the teacher actually is
involved directly with the child to work on
an individual skills.
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.
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.
Planned Sequencing:
perceptual skills
 As teachers we need to provide activities
where children will first
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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
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.
Motor
Perceptual
Literacy
Memory
Memory
Problem Solving
Problem solving
Elements of Cognitive
Curriculum
 Conservation
 Common Relations
 Visual Discrimination