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Ch. 10 Development in the Academic Domains, Key Concepts - Coggle Diagram

- - - - Awareness that reading involves making sense of text
      - Strategies for comprehending written material
        
        comprehension monitoring
        
        backtracking
    - - Caregivers encourage by modeling and sharing literacy experiences
      - Emergent literacy: Learning about written language
        
        Print conveys meaning
        
        It is fun to read and listen to stories in books
        
        spoken language is transcribed according to certain rules
        
        Written language has predictable elements and conventions
    - - Awareness of the sounds of language
        
        Detecting syllables within words (by age 4)
        
        Dividing syllables into parts (by age 5)
        
        Identifying individual phonemes (by age 7)
      - Developments facilitated by:
        
        Reading books with rhymes
        
        Asking children to identify sounds in words
    - - Constructive process:
        
        understanding words and sentences
        
        development and use of story schemas
        
        identifying main ideas
        
        making inferences and predictions
        
        detecting author's assumptions and biases
      - Dependent on knowledge base
    - - Biological factors
        
        Both exceptional talents and difficulties have a genetic basis
        
        Disabilities that affect literacy
        
        sensory disabilities
        
        dyslexia
        
        intellectual disabilities
        
        other specific reading deficits
        
        Gender differences
        
        girls to read better, enjoy it more
        
        SES differences
        
        high-income families=more literacy-rich environments, come to school with more advance skills
        
        early intervention helps children achieve high standards
        
        Ethnic/Cultural experiences
        
        emphasis on reading varies by culture
        
        children prefer stories that reflect their own cultural practices
    - - Foster emergent literacy
      - Encourage reading outside of school
        
        advise parents how to read to children
      - Provide explicit instruction in activities that are engaging
        
        Allow students to make choices
        
        Conduct group discussions about novels
        
        Make available a variety of media
      - Provide opportunities to practice reading aloud and silently
      - Elicit transfer of skills across languages
      - Identify and address problems early
    - - The developmental progression
        
        identifying words in context
        
        identifying visual characteristics of letters
        
        using letters for phonological cues
        
        "sounding out" words
        
        recognizing words automatically
        
        sight vocabulary
  - - - Children have difficulty identifying problems in their writing
      - When they rewrite, they tend to make small, superficial changes
      - Editing skills emerge slowly and are incomplete by the end of adolescence
    - - Changes through elementary school
        
        smoother, smaller, more regular
        
        become automatic
      - Stabilizes, sometimes worsens, in adolescence
    - - Sentence length increases
      - Structure becomes more complex
      - Capitalization and punctuation skills become automated
    - - Provide tools for drawing and writing
      - Provide authentic writing tasks
      - Offer choices about topics
      - Scaffold writing efforts
      - Encourage writing across the curriculum
    - - Early writing in purposeful (thank-you notes)
      - Narrative writing precedes expository writing
      - Developmental trends
        
        increasing ability to develop topic in depth
        
        increasing ability to take audience into account
        
        more cohesiveness
        
        knowledge telling yields to knowledge transforming
    - - Correlated with phonological awareness
      - Invented spelling common and encouraged
        
        Key phonemes represented (esp. consonants)
        
        common letter patterns included (ound, ing)
      - Accurate spelling learned and automatized
    - - Intellectual disabilities
        
        problems with mechanics, expression
      - Gender
        
        girls write and spell better
        
        girls more confident
      - Culture
        
        few differences known
    - - Developmental progression
        
        letteers and letter combinations
        
        words
        
        pseudowriting
        
        conventions for capitalization and punctuation
        
        random scribbling
        
        clear writing that expresses clear thinking
- - - - When necessary, adapt standards to students need
    - - learn how children of various ages understand academic concepts and express relevant skills
  - - - 45 of 50 states have adopted the Common Core Standards
      - In U.S., No Child Left Behind Act of 2001 required that states establish standards
- - - - By age 5, most children have mastered
        
        one-one principle
        
        cardinal principle
        
        order-irrelevance principle
        
        (for small ests)
      - Counting (in Western cultures) by age 3
      - Awareness of quantity by 5 months
    - - Includes arithmetic, algebra, geometry statistics-all involve
        
        knowledge of basic concepts and procedures
        
        metacognition
        
        counting
    - - Early beliefts tend to be inaccurate
        
        The smallest number is either 0 or 1
        
        Numbers become larger as they move farther from zero.
        
        Addition=larger; subtraction= smaller
        
        In early elementary school
        
        part- whole principle
        
        proportionality (simple)
        
        Middle school/ adolescence
        
        complex fractions
        
        abstract concepts: variable, pi
    - - Metacognition is enhanced when students have to explain what they did
      - skills and strategies to learn:
        
        check the accuracy of calculations
        
        set goals
        
        Consider whether the final solution is logical
        
        Monitor effectiveness of strategies
      - Planning, monitoring, evaluating
        
        uncommon even in many high schoolers
    - - Teach numbers and counting early
      - Use manipulatives and visual displays
      - Encourage visual-spatial thinking
      - Provide challenges and scaffolding
      - Arrange for children to apply mathematical tools in service to the community
      - Supplement teacher-led lessons and hands-on activities with engaging interactive technologies
      - Encourage children to invent, use, and defend strategies
    - - Mathematical procedures are linked to concepts
        
        place value- allows "carrying" and "borrowing" when adding and subtracting
        
        Number line- allows comparisons and other operations
      - Robbie Case: Children develop central conceptual structure of numbers that guides numerical representations and operations
    - - By age 4
        
        add and subtract by counting
      - by age 3
        
        adding objects= increasing quantity
        
        taking away objects= decreasing quantity
        
        simple division (sharing)
      - Infants: preliminary understanding
      - By early elementary
        
        understanding place value
        
        instruction on multiplication and division
        
        retrieving +/- facts from memory
    - - Mathematical framework that guide mathematical representations and operations
        
        By age 6, integrated knowledge of counting and understanding more/less
        
        mental number line
        
        "which has more?"
        
        By age 4
        
        a little (less) vs. a lot (more)
        
        Cardinality (count= number in set)
        
        By age 10
        
        generalize to the entire number system
        
        "Which number is bigger, the difference between 6 and 9 or the difference between 8 and 3?"
        
        By age 8
        
        use two number lines simultaneously to solve problems
        
        "which number is closer to 25, 21 or 18?"
    - - Learning disabilities
        
        affect comprehension, automaticity, problem solving
        
        example: dyscalculia
      - Gender
        
        boys' abilities and disabilities are more variable than girls'
        
        differences may be due to hormones and/or culture
      - Culture
        
        Cultural practices (selling in the market, classroom procedures) affect when and how math concepts are learned
        
        Language differences also have an effect
        
        form of number words ("ten-two") many facilitate learning
  - - - Secondary lessons are more technical and are easily forgotten
      - Elementary lessons build on and correct these intuitive beliefs
      - Theory-theory approach
        
        children construct knowledge and beliefs
        
        based on early understandings
        
        biology-living vs. nonliving
        
        physical world- substance schema
    - - Understanding science as a process of discovery, dynamic body of ideas
        
        Through childhood and adolescence, children learn to evaluate and change their beliefs, based on evidence
    - - Gender
        
        traditionally considered "male" domain
        
        boys like science, score higher on achievement tests
        
        girls get better grades in class
      - Culture and ethnicity
        
        diverse belief systems and religions shape scientific thinking
    - - Skills develop through adolescence
        
        Developing a hypothesis
        
        ability to think about abstract and contrary-to-fact ideas
        
        knowledge base
        
        Controlling variables
        
        Working memory capacity
        
        Collecting and interpreting evidence
        
        avoiding the confirmation bias
    - - Engage students in authentic scientific investigations
      - Provide age- appropriate explanations
      - Show children the relevance of science to what they already know
      - work to promote conceptual change
      - Ask students to write about scientific topics
- - - - Geometric shapes, in combination
        
        human figures
      - Nature scenes
        
        lack depth (sky at top)
      - Early representations- lines, dots
      - In cultures that value art
        
        drawing become more realistic, more emotional through middle childhood and adolescences
    - - Early preference- maybe biological?
        
        absolute pitch more common in infancy, preschool
      - During preschool years
        
        ability to sing
        
        musical literacy
        
        perception of rhythms and melodies
      - Evidence for both nature and nurture
  - - - Shift from simple and personal concerns to intricate understanding of how other people live and how the world can be represented with symbolic tools
        
        Children learn social studies most effectively when they can relate concepts to personal knowledge
        
        Children often need help in understanding why people remote in time and place acted as they did
    - - Understanding map as symbolic tool
        
        young children tend to be literal (boundary lines on the ground)
        
        need to learn that eography is more that just names and locations- includes the "why" with the "where"
        
        by adolescence, developing understanding of customs and experiences of inhabitants of the world
    - - Developmental progression
        
        understanding "long ago" vs. " more recent"
        
        understanding of autobiographical self
        
        history in sequence attached to time period
      - Best understood as "stories about people"