Tag: Visual edit |
(syntax) Tags: Visual edit rollback |
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− | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"></p> |
+ | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><u><sup>'''''PAYAM MOGHADAMFAR'''''</sup></u></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span lang="EN-GB" style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-GB">Child actively organises cognitive schemas to maintain equilibrium. </span></p> |
<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span lang="EN-GB" style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-GB">Child actively organises cognitive schemas to maintain equilibrium. </span></p> |
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− | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Learning |
+ | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Learning is a product of </span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">individualist society. </span></p> |
<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">individualist society. </span></p> |
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− | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">child </span></p> |
+ | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">child is an</span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">introvert </span></p> |
<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">introvert </span></p> |
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− | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Basic focus </span></p> |
+ | <p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Basic focus is</span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">cognition </span></p> |
<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">cognition </span></p> |
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− | <p style="line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Basic source of learning </span></p> |
+ | <p style="line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Basic source of learning is</span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Child himself </span></p> |
<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Child himself </span></p> |
Revision as of 00:51, 28 October 2014
PAYAM MOGHADAMFAR |
Child actively organises cognitive schemas to maintain equilibrium. |
Child is active in providing feedback to the parent/instructor |
Source of cognition |
children themselves |
social environment could help the child's cognitive development |
Child’s role |
independent |
Dependent on social interaction |
Cognitive development |
universal cognitive change |
highly variable development , depending on the child's cultural experiences to the environment. |
theory |
Natural line of development |
Cultural line of development |
Period of development & basic concerns: |
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Infancy(0-2 yrs) |
affiliation | |
Early childhood(2-7yrs) |
play | |
Middle childhood(7-11yrs) |
learning | |
Adolescence(12-19yrs) |
peer | |
adulthood |
work | |
Differences in terms of private speech: |
egocentric speech not useful | Inner speech- helps to problem solve and with cognitive development |
Developmental Significance |
Lack of ability |
External thinking |
Course of Development |
Declines with age |
Increases in youth, then declines |
Relationship to Social Speech |
Negative; immature |
Positive; social stimulated |
Relationship to Environmental Context |
Piaget did not comment |
Increases with task difficulty |
The Theory: contents |
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Nature Or Nurture |
--- | |
Intellectual Development Continuous Interaction With Environment |
--- | |
Intelligence |
--- | |
Adaptation |
--- | |
--- | ||
--- | ||
Schema |
--- | |
Equilibrium |
--- | |
Disequilibrium |
--- | |
--- |
Development As Social Process | |
--- |
How Reasoning Understanding, Planning Remembering Arise Out Of Child Social Experiences | |
--- |
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Zone Of Proximal Development | |
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Guided Participation | |
--- |
Collaborative Learning | |
--- |
Task Performance With Assistance What Is Good Assistance | |
--- |
Scaffolding | |
--- |
Strategies & Levels Of Problem Solving | |
--- |
Adult Child Relationship | |
--- |
Peer Tutors | |
--- |
Role Of Peers | |
Learning is a product of |
individualist society. |
power of the community |
child is an |
introvert |
extrovert |
Basic focus is |
cognition |
cognition |
Complex interactionist character of development |
Everyone is different. |
Everyone is different. |
Basic source of learning is |
Child himself |
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Child learning process |
independent |
dependent |
Role of child |
scientist |
Apprentice |
Development |
Same or universal |
Variable due to cultural differences |