Cognitive Skills Simplified FINAL Study

Teaching Science Safety Without Diminishing Enthusiasm:

• State safety measures calmly

• High expectations

• Explain in an unalarmed manner

• Spontaneous teaching

• Nothing tasted or eaten without adult knowledge

• Proper smelling (wafting)

• How to handle supplies

• Tornado: Staying calm, high expectations, explain instructions in a calm way

• Firm about following expectations

Science Skills that are Age-Appropriate for Young Children:

• Observing

• Comparing & Classifying

• Measuring

• Communicating

Observing:

• All senses

• Teachers need to guide

Comparing & Classifying:

• Organizing information

• Looking at the characteristics of things

• Identifying likeness and difference

• Begin to justify classification

Measuring:

• Basic Skill

• Begins with a nonstandard (but uniform) unit and move to standard unit

Communicating:

• Sharing what is observed and data collected

• Could be through: talk, pictorial records, charts and graphs, or written narrative

Science Attitudes that are Age-Appropriate for Young Children:

• Conservation

• Respect for Life

• Respect for the Environment

Teacher’s Role in Teaching Science:

• Participate with

• Plan appropriate activities

• Select appropriate materials

• Present challenges

• Give time to explore

• Questions to guide thinking

• Capitalize on incidental events and phenomena

Expanding Social Studies Curriculum:

1. Self

2. Family

3. Community

4. State

5. Nation

6. World

• Participate in real experiences

• Based on:

  • Experiences

  • Seeing relationships

  • Making connections

  • Generalizing

Appropriate Early Childhood Social Studies Goals:

• Knowledge

• Skills

• Attitude

How You Can Teach Appropriate Early Childhood Social Studies Goals: Knowledge

• People:

  • Interdependent

  • Unique

  • Have responsibilities

  • Help each other in neighborhoods

  • Learn from the past

  • Must solve problems

• Earth is covered with water and land

• Change is continuous

How You Can Teach Appropriate Early Childhood Social Studies Goals: Skills

• Record and communicate simple data

• Interact in a socially acceptable way

• Solve problems of a social nature

How You Can Teach Appropriate Early Childhood Social Studies Goals: Attitude

• Importance of each individual

• Respect others’ feelings

• Interest in learning about people, places, and systems

Celebrating Holidays

• Avoid going from holiday to holiday for themes

• Talk about some, celebrate others

• Involve families

• Fit holidays into regular routines

• Art Projects

• Avoid things that scare children

• Make sure that what the children learn is curriculum and goal-oriented

• Involve children in the planning

The Role of Play in Social Studies:

• Develop social skills

• Learn to take another perspective

• Develop empathy

• Hands-on experiences

• Solving problems

• People are interdependent

• Respect for others

• Interacting in a socially acceptable way

• Knowledge, Skills, and Attitude

Role of Patterning and Where and How Children Apply the Concept in Other Content Areas:

• Everything is based on patterns

• Helpful for:

  • Sequencing (Math)

  • Phonemic Awareness & Story Structure (Literacy)

  • Observations & Predictions (Science)

  • Rhythm (Music)

  • Daily Routines

  • Social Interactions (Social Studies)

Patterns Can Be:

• Visual

• Auditory

• Spatial

• Numerical

• Combination

• Prerequisites to:

  • Ordering

  • Predicting

  • Estimating

Mathematics

Science of:

• Numbers and their operations

• Interrelations

• Combinations

• Generalizations

• Abstractions

• Space configuration and their:

  • Structure

  • Measurement

  • Transformation

  • Generalizations

What do young children learn from math?

• Way of viewing the world

• Real problem solving

Understanding of:

• Numbers

• Number operations

• Functions

• Relations

• Probability

• Measurement

Adult’s Role When Teaching Math:

• Arrange the environment

• Provide time for manipulation

• Intellectual stimulation through questions

• Provide materials

• Possess knowledge of math and of methods (pedagogy) that promote math *

What Young Children Learn about Numbers and Numerals:

• Rote Counting

• Rational Counting

• Ordinal Counting

Rote Counting:

Saying the numbers in order without connection

• (One, two, three, four… song kids sing but don’t know what numbers represent)

Rational Counting:

Ability to order and enumerate objects in sets

• (One-to-one correspondence, touching, counting)

Ordinal Counting:

Place or position (1st, 2nd, 3rd)

Stages Young Children Go Through in Math:

1. Knowing each object must have a distinct tag (counting word)

2. Knowing that the list of tags must have a particular order

3. Connection between counting and number

Problem Soliving: Math, Science, and Social Studies:

• Should be natural

• Use everyday language

• Real world problems (raisins EX)

• Working together

• Sharing

• Empathy for others

Early Childhood Classroom Based on Social Studies:

Preparation for children to live in a democratic society

• Compromise

• Everyone:

  • Equally valued

  • Can express their opinion

  • Can respect other’s opinions

  • Has a role

  • Unique

  • Has their own strengths

  • Can work together for the common good

• Attitudes, Skills, Knowledge

• Participate in real experiences

• Based on:

  • Experiences

  • Seeking relationships

  • Making connections

  • Generalizing

• Importance of:

  • Learning conflict management and conflict resolution

• Helping young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world

• Integrated study of social sciences and humanities to promote civic competence

Art (What & Importance):

The ability to invent or make something new using one’s own skills without the specific use of patterns or models - Lucy

• Autonomy in art

• Fosters: Creativity, sensory, hands-on

• Goal: Communicate ideas

Children Need Art:

1. For art’s sake

2. To understand their world

3. To develop increased intellect

4. To continue developing:

   1. Perception

   2. Fine motor skills

   3. Problem solving

Art VS Craft:

Art:

• Process

• Creating something new

• Freely

• Original

• Process

• Focus on creating

Craft:

• Product

• All the same

Math Content Standards:

• Number and Operations

• Algebra

• Geometry and Spatial Sense

• Measurement

• Data Analysis, Statistics, and Probability

Math Process Standards:

• Problem solving

• Connections

• Reasoning and Proof

• Communication

• Representation

Importance of Math Content and Process Standards:

• Content = knowledge of the topic, what you can do

• Process = what you do, taking the steps to arrive at the answer

Four Basic Steps of Problem Solving

1. Identify problem

2. Brainstorm possible solutions

3. Choose one solution to try/test out

4. Evaluate what happens