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
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.
Jean Piaget theorizes that children go through four different stages in cognitive development; sensorimotor stage, preoperational, concrete operational, and formal operational. He states that by age 7, a child belongs to the concrete operational stage. At this time they begin to think logically like adults do, moving away from abstract thoughts to concrete thoughts. Additionally, children acquire the skill of reversibility. For example, adding 6 and 3 gives you 9. A child in the concrete operational stage would know that since 6 and gives you 9, then subtracted from 9 would give you 6 or 6 subtracted from 9 would give you 3. Therefore, they are able to show flexibility. Children are also aware of persons having different perspectives. Whereas, children are less self-centered and are open to other viewpoints. Here they are able to focus on more than one aspect of given object or situation (decentration). With Piaget’s conservation tasks, children are able to recognize that objects remain the same no matter how they are
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,
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
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
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,
The educational television show “Team UmiZoomi” is an animated show aimed at preschoolers that focuses on mathematical concepts such as numbers and shapes. This show often places an emphasis on the inclusion of the audience as a way to signify that the child who is watching it has math abilities that can be used. The episode “The Aquarium Fix-It” follows the three main characters as they help the seahorses at an aquarium by fixing a leak in the tank. The segment of this episode that will be analyzed is intended to teach children how to measure and count correctly. The characters first show how to measure the length of the crack in the glass in units by counting and encouraging the audience to join in. Then they get tape to fix the crack and guide the child’s measurement of the tape but do not specifically go through the steps again. This segment of “Team UmiZoomi” adheres most to Vygotsky’s sociocultural theory of learning and is fairly consistent with his views.
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.
... 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...
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