 |
| 1 | |
A colleague asks you why you are voluntarily taking a course in child development at the local college. Discuss why you feel an understanding of development is advantageous as a classroom teacher. |
| | |
|
|
|
| 2 | |
Discuss how biological, cognitive, and socioemotional processes interact to influence development in adolescence. |
| | |
|
|
|
| 3 | |
Take a stance on the merit of brain-based research being applied to children's education. |
| | |
|
|
|
| 4 | |
Share how you would go about teaching concrete operational students. |
| | |
|
|
|
| 5 | |
Discuss limitations of Piaget's view of the four stages of cognitive development specifically. |
| | |
|
|
|
| 6 | |
Explain the importance of using scaffolding in the classroom. |
| | |
|
|
|
| 7 | |
Explain why it is said that Vygotsky felt language plays a powerful role in shaping thought. |
| | |
|
|
|
| 8 | |
Compare and contrast Piaget's and Vygotsky's views on constructivism. |
| | |
|
|
|
| 9 | |
Develop an argument supporting the case for biological influences on language. |
| | |
|
|
|
| 10 | |
Explain why researchers believe that both nature and nurture play roles in language development. |
| | |
|
|
|
| 11 | |
Discuss the continuity-discontinuity issue. |
| | |
|
|