Child Development Child Development TheoriesTheories

Child Development Child Development TheoriesTheories

By Jessica RodriguezBy Jessica Rodriguez

Biological-Maturational Theory…

• Focuses on genetic and physiological changes as the key factors in the body’s changes.

• Changes in the body, like brain development and motor development occur automatically; in fact, they occur without learning or instruction. – For example, these theorists would attribute learning to

walk as a natural cause of changes in our physiological development and brain development.

(Swim, 2008)

Behaviorist Theory…• Attributes learning to outside influences. • For example, B.F. Skinner, the leading

behaviorist theorist, points out that learning can be induced by offering rewards and punishments.

• Learning is largely shaped by external forces. The more a behavior is reinforced, the stronger the behavior will become. (Swim, 2008)

Cognitive Developmental

Theory…• Children’s thinking and reasoning (their

cognitive development) changes progressively over time in predictable stages.

• Children play a key role in their own cognitive development by actively constructing meaning from their experiences.

• Biological factors also influence children’s cognitive development. – For example, we would not expect a toddler to predict the next

event in a story because their brain is not biologically developed enough for that type of cognition.

Sociocultural Theory…• Learning is largely a social endeavor. • Children construct knowledge through

their social experiences: culture and social experiences shape cognitive development by determining how and what the child will learn about the world.

• Biological influences take a “back seat” to the role of social interaction in children’s cognitive development.

Teaching All Children Teaching All Children to Learn…to Learn…

Teaching All Children Teaching All Children to Learn…to Learn…

Question: Who are “all children” and

why do you think the author felt the need to make this point?

Question: What do you see as some of

the challenges to “teaching all children mathematics?”

Potential Challenges• Different math abilities and

learning styles in the class• Lack of resources (manipulatives,

visuals, etc.)• Negative math attitudes• Lack of confidence in math

Question: What are some strategies for

modifying instruction for our diverse learners?

Working with Students with Learning Disabilities…

Perceptual DeficitsStudents with perceptual deficits

confuse input in one way or another. It is particularly important to capitalize on their strengths (Van De Walle, 2007).

Case Study…Alison (pseudonym) has a visual perceptual

deficit. With this learning disability, visual input is confused. You notice that Alison becomes very confused with new visual input or complex visual displays. You notice she is overwhelmed by the problems in her math book and struggles to complete even one of them. She enjoys working with peers and is strong in listening and speaking activities.

Given this information, what recommendations would you suggest for the teacher/para working with Alison?

Strategies for Perceptual Deficits…

• Seat near teacher or chalkboard• Keep workspace clear of distractions• Repeat main ideas• Show one example at a time• Maintain an environment in which only one child talks

at a time during instruction• Speak clearly• Include ways of organizing work• Use a tape recorder with instruction explaining things

that may be difficult to understand• Use hands-on models• Make sure the student has a buddy to help (Van De Walle, 2007)

Memory DeficitsStudents with memory deficits have

difficult retaining information either in their short term memory or long term memory (Van De Walle, 2007).

Case StudyMatthew has long-term memory deficits.

While he does well in his math lessons, he struggles to recall the information after a day or two.

Given this information, what recommendations would you suggest for the teacher/para working with Matthew?

Strategies for Memory Deficits…

• Provide one instruction at a time• Have students repeat instructions in their

own words• Write instructions on the board• When working on oral problems, allow

students to write as well• Use strategies and number relations to help

children recall basic facts• Allow children to use a calculator• Frequently provide brief reviews of

information (Van De Walle, 2007)

Integrative DeficitsStudents with integrative deficits

have difficulty understanding abstract ideas and conceptualization (Van De Walle, 2007).

Case StudySylvia has an integrative deficit. She is able to

memorize math facts and algorithms. But, she has difficulty understanding the math concepts and applying the math concepts to real situations. You notice she demonstrates a stronger understanding when the concepts are connected to her experiences.

Given this information, what recommendations would you suggest for the teacher/para working with Sylvia?

Strategies for Integrative Deficits…

• Use familiar models for extended periods of time

• Have students explain ideas using words, pictures, and numbers

• Require students to make explanations in order to help the students make connections

• Provide repetition and practice of new concepts; Have students restate word problems in their own words

• Provide students the opportunity to teach a concept to another student

• Use many representations—words, symbols, drawings, manipulatives, etc. (Van De Walle, 2007)

Attention DeficitsStudents with attention deficits

have difficulty with attention span, impulse control, and in some cases, hyperactivity (Van De Walle, 2007).

Case StudyJoshua is a student who has an attention

deficit. You notice that Joshua has difficulty concentrating for long periods of time. His attention span is brief. He struggles to complete assignments due to frequent distractions.

Given this information, what recommendations would you suggest for the teacher/para working with Joshua?

Strategies for Attention Deficits…

• Establish predictable routines and clear expectations

• Make sure the learning activities provide students the opportunity to be active

• Plan independent work in an environment that is free from distractions

• Use highlighters to alert children to important ideas

• Keep assignments and lists short• Assign buddies and encourage both to stay on

task• Keep cooperative groups small—partner

grouping is usually recommended(Van De Walle, 2007)

Great Web Resources for Diverse Learners…

• LD Online: http://ldonline.org/index.php

• Gifted Students: http://www.hoagiesgifted.org/math_gifted.htm

• Multiculturalism:http://sln.fi.edu/school/math3/

Math Quiz Prep…Math Quiz Prep…Math Quiz Prep…Math Quiz Prep…

Fractions…Numerator… the top

number in the fraction. Tells how many parts of the whole.

►►►►►3/5 of the triangles are

green

Denominator… the bottom number in the fraction. Tells how many parts make up the whole.

►►►►► There are five triangles

in this set. 2/5 are black.

Fractions…The larger the

denominator, the smaller the fraction.

Example: 1/8 is less than 1/4. If you cut a cake into 8 pieces, the pieces will be smaller than if you cut a cake into 4 pieces.

Order these fractions from least to greatest… 1/8, 1/2, 1/3.

Multiple Operations“Please Excuse My

Dear Aunt Sally!”

Parentheses Exponents Multiplication Division Addition Subtraction

In the problem 5 x 6 + 18 + 9 – 8 = ?, which operation do you choose first?

Solving for Variables…Solve for x in the

equation…

2x + 2 = 12 - 2 = - 2 2x = 10 2 2 x = 5

1. Subtract 2 from both sides of the equal sign. You will have

2x = 10.2. Divide both sides of

the equal sign by 2. You will find that x equals 5.

Place Value…ThousandsHundredsTensOnes Decimal PointTenthsHundredthsThousandths…

Which digit is in the hundredths place…517.89?