My Field Experience: Connections to Educational Psychology During the tutor orientation, Sister Margarita explained the schedule we had to follow while with the students. Every classroom had activity boxes that pertained to the grade level we were tutoring in that included things that were being taught at school. In the first grade room, the boxes had items like flashcards (adding, subtracting, ABCs, etc.), a small analog clock to practice time, 4 of the same picture books, and more. After arriving, I would grab some pencils and a couple blank sheets of paper from the tutor bin. I would then make up some type of writing exercise to practice vocabulary, writing proper sentences, or answering questions after reading a short paragraph (given …show more content…
I loved witnessing what we talked about in the classroom being put to practice at Oasis. The first graders were towards the end of the preoperational stage of development—ages 2 to 7. This term, coined by Jean Piaget, is defined as “the stage at which children learn to represent things in the mind” (Slavin 34). Robert E. Slavin, an educational psychologist, also mentioned how children in this stage have a greater ability to think about things and can use symbols to mentally represent objects. I saw this a lot when we pulled out flashcards to work on counting money and telling time. They were able to use skills they learned in class to be able to count the minutes and hour hand on the clock. They were also able to count the money by thinking about how much each type of coin would cost and remembering what their teacher taught them about money. In EDUC 2130, in chapter two of “Educational Psychology: Theory and Practice”, the author briefly talked about sign systems and how it effects a child’s cognitive development. Sign systems are symbols that have been created to help people communicate with others, contemplate within themselves, and help solve problems. Lev Vygotsky (a Russian psychologist) said that these sign systems—a culture’s language, writing systems, counting systems, etc.—are extremely vital to an individual’s early development. My students used flashcards (symbols) to practice simple things like counting change, telling time, and practicing addition and subtraction. There was also a bulletin board that had numerous pictures of different types of workers (i.e. a nurse, a construction worker, a teacher, a librarian, etc.) and the students had to figure out what each person did for a living and then write a sentence about the
However, after using activities to help get better understanding of the student as well as setting rules can make it easier. First, I would tell the students all the rules by using the C.H.A.M.P.S method during the first meeting so the student can understand the expectations during all the meetings. Since, I’ve worked as an America Tutor in the past if a student did not respect the rule or had hard time with it we would do activities and one-one time to understand the difficulty behind it. For instance, if a student were to say no to participating in an activity I would try different methods such as asking if they would like to be in a smaller group and talk to them to learn what is bothering them from participating. At the end of the day the most important thing is communication. The way that you communicate with the students will play huge impact in the the student will learn but also the way that you carry yourself. If you go to work with not a positive attitude then you will receive the same outcome with your student and vice
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
An example of physical change from the video is the development of the prefrontal cortex which controls new actions. Another example of physical change is the boys’ fine motor skills because he was able to touch each quarter as he counted them without moving them. An example of cognitive development is conservation where children do not realize that by altering an object that does not change its basic properties. Another example of cognitive development is using sustained attention this is when the boy had to focus on the specific task for a long period of time. Planfulness is another example that is portrayed in this video. This is where “preschool
Jean Piaget’s Four Stages of Cognitive Development determines how children from birth to adulthood use their intelligence or cognitive development while engaging in tasks. The first stage of cognitive development is called the Sensorimotor Stage (birth to age 2). During this stage, children tend to learn by “trial and error”, objects exist even if they are removed from sight, and symbols are introduced (Ormrod, 2012, 149).
According to Piaget in the “preoperational stage, which goes through 2 to 7 years of age a child should have the ability to use symbols to represent objects in the world and thinking remains egocentric and centered” (Slavin ,2015) For example, I lined up two sets of quarters on a table in front of Ahmad. Each set of quarters had four in a row, I asked Ahmad which set of quarters had the most he told me that they all had the same amount. For the second part I lined the quarters up differently, but they still had the same amount the second row of quarters I spaced them out. I then proceeded to ask Ahmad the same question which row of quarters had the most he replied the second row. I asked Ahmad why did he think the second row had the most, he replied because it is larger. This method would be conforming to Piaget’s principle of conservation, “one manifestation of a general trend from a perceptual-intuitive to an orientation, which characterizes the development of conceptual thinking” (operational Zimiles
This stage of development was described by Piaget as the preoperational stage. Children are often in this stage from ages two to seven. Children in this stage begin using symbolic thinking. Their reasoning skills begin to develop as well. Cognitive development is also very important in this stage of a child’s life (Feldman, 2011). Their thinking is partially logical, however they are limited (Fleming, 2004). They can only look at things from their perspective, which is called egocentrism. They cannot yet understand steps for transformations. They also do not comprehend that appearances can be deceiving. They do, however, develop their use of symbolic function. This is their ability to use symbols to describe something. Vygotsky also said that cognitive development is the result of social interactions. Children are guided and supported in solving problems (Feldman,
My main field experience this semester was in Ms. Schreyer's third grade math class at Trinity South. I was in the classroom on Tuesdays from 8:30 to 12:00 and Thursdays from 10:30 to 2:00. When in Ms. Schreyer's class, I observed two different groups of students because of the way the class rotations work. The first group that I observed is Ms. Schreyer's homeroom. There are 17 students in her homeroom class, and four of them have IEPs for either learning support or emotional support. On Tuesdays I arrived as the students arrived, so I was able to see the morning routine. The students bring their materials to the classroom, go to breakfast, and, upon returning from breakfast, complete a bell ringer activity. The bell ringers alternate between math,
For the last and final field assignment, I wanted to challenge myself by taking on a previous issue I have had going out on these field assignments. I figured that because Super G is an Asian market, I just knew that had to speak Asian, and I would just have to communicate using every ounce in my body. But I had to give it a shot because when I am out in my career will there always be an interpreter readily available.
Level 1 fieldwork as per is to introduce students to the fieldwork experience a develop a basic comfort with understanding of the needs of clients. Observing at a work cite with a teacher or supervisor. Level 1 fieldwork isn’t hands on when students come into a facility to learn and observe. Level 1 fieldwork Level 2 fieldwork is to develop competent, entry-level, generalist occupational therapist and occupational therapy assistants. Level 2 fieldwork is hands on, communication, and skills that discuss in class or in the program. Level 2 fieldwork is also about designed to promote clinical reasoning, reflective practice, and support ethical practice through transmission of values and beliefs. As a OTA, we have a lot of possible sites to work
... young children with a simpler task to examine whether they can produce useful notations and if they are capable of using them.”((Eskitt & Lee 2006) The questioned why many of the younger children did not produced notations, could be found in a study that found children before the age of Grade 4 are not very accurate at predicting their performance for memory task (Flavell, Friedrichs, & Hoyt, 1970; Yussen & Levy, 1975).
“Approaches to learning are established in the brain in the first three years of life. These include curiosity, memory, exploration, constructing knowledge, solving problems, persistence, imitation, and the ability to focus attention.” (197) It teaches object permeance as discussed in the previous paragraph, language skills and early literacy skills. The development of language and other communication strategies as well as the early beginnings of literacy are among the most important accomplishments of the first year according to our
Through what I’ve seen in clock arithmetic the concepts could be taught and applied as early as first grade due to the nature of addition and subtraction involved. Clock Arithmetic is also used for technological reasons. Computer games are manufactured using clock arithmetic to base a character’s position due to the resolution of the screen on a certain axis. Example: Suppose you are playing a video game and the character in the game (let's call him Max) is walking from the left side of the screen to the right side. Max gets to the right side of the screen and keeps walking; he disappears and reappears on the left side of the screen again. If the screen is 12 inches wide and we are keeping track of how far Max is from the left side of the screen, then as soon as he is 12 inches from the left side it's as if he was back at the beginning again. If you put it pictorially, against a clock you’d find that Max would start and end up at the same point.
During elementary school, children are not only developing their physical bodies, but there minds as well. They a...
The main student-centered learning environment I was placed in was a science lab dominated by marine science. There were many precautions used in the lab with goggles, student pairing, and lab procedures. The lab was organized so it is centered toward the teacher so when instruction and labs are taking place there is full attention on the teacher. All assignments are organized and labeled in the back for an efficient way to turn in work. The inclusion efforts placed into the class I observed way that they were all magnet students, so it allowed the teacher to perform critical thinking tasks and projects that were advanced. An example of this would be the dissection the students do yearly when they are a magnet student. In the environment collaboration, there was an instance between the teacher inside the department and with the students. The departmental teachers helped the teacher I observed perform the dissection because he couldn’t handle the chemicals being used. They helped solved the problem by switching the classes so my teacher could teach the other departmental teachers students while she was with his students to do the dissection. Collaboration took place with the students where they were asked what they should put into place that interested them such as; activities, field trips, and projects. This provides the students with knowledge they are learning that is fun and exciting while they are still in a learning environment.
I will make a lesson plan on the topic that I am going to teach. I will plan on that standard, objective, list of activities, time allocated and also the materials. This is very important as this will guide me on what and how am I going to carry out the lesson. I will also make some few other alternative lesson plan if in case, some interruptions occur. Moreover, I believe planned lessons will surely be successful, than the unplanned or spontaneous one. I will explain to them briefly on what are they going to do on that day. Later, at the end of the class, I will write the homework on the side of the whiteboard, where the students can copy