Rhianna

Rhianna =__**Chapter 12: Cognitive Development in Middle Childhood**__ =

Chapter 12 is about cognitive development in middle childhood. In this chapter, we discussed Piaget's concrete operational stage. This stage involves applying logical thinking to concrete problems. We learned that students develop decentering and reversibility when in this stage. Chapter 12 also traces cognitive development through the information-processing approach and Vygostky's approach. The information-processing approach indicates that children become increasingly sophisticated in their handling information. Memory improves and metamemory emerges. We also discussed how to improve memory by the key word strategy, rehearsal, organization, and cognitive elaboration. One of the most significant developments in middle childhood is metalinguistic awarness. Metalinguistic awarness helps children achieve comprehension when information is fuzzy. Bilingualism is common in schools today. There are two approaches to teach bilingual children: bilingual education and immersion. We then discussed schooling around the world and when children are ready to enter school. We looked at the development of reading skills (stages 0-4), the concept of teacher expectations, and self-fulfilling prophecy. The chapter ended by looking at the definition, tests, levels of intelligence, and Gardner's eight intelligences (musical, bodily kinesthetic, logical mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist).

=__Questions__ = 1. List and explain the stages in which reading develops? (ii) Use knowledge of how children differ in their development and approaches to learning to support the development and learning of individual children. 2. List and explain the two approaches to teaching bilingual students? (vii) Affirm and respect culturally and linguistically diverse children, support home language preservation, and promote anti-bias approaches through the creation of learning environments and experiences. 3. How is intelligence measured? How are children educated who fall outside the normal range of intelligence? (iv) Create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities.

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