Chapter 11

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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

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

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

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,

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.

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!!!!

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

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

More flexibility of thinking skills Detect patterns Form concepts

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

Using one and only one number name for each item counted

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”

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

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

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

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

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????

Encourage intellectual autonomy when expanding children’s general cognitive skills.

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