_ Analyzation and Theoretical Framework
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Analyzation and Theoretical Framework
Rachel Bassingthwaite
American College of Education
LIT5353 Linguistics and Literature
Dr. Ashley Gaten
November 18, 2023
Analyzation and Theoretical Framework
Introduction
In Usha Goswami’s (2015) research report on Children’s Cognitive Development and
Learning paper, she goes into how a child and their development are the basis for how we teach
them (Goswami, 2015). It goes through theories that have long stood true and updates the reader
on what has been learned with the explosion in research on primary-aged children (Goswami,
2015). It goes through all the different ways that a child learns and the similarities and
differences that there are compared to adults (Goswami, 2015). Below is an analysis of the report
and the most important aspects. Following the analysis is a theoretical framework for
pedagogical practice that will be used later on to create a lesson plan where the framework can
be put into action. The framework starts with play as a means of learning literacy skills (Liu,
2008) The Zone of Proximal Development (Bodrova & Leong, 2015), incremental experience,
and multi-sensory learning (Suryaratri et al., 2019). To go along with the framework that will be
used for a lesson plan there is an explanation of the book
My Five Senses
by Aliki (1989) that
will go along with it in the future lesson plan.
Analysis of Goswami (2015)
Learning is Social (Goswami, 2015)
Humans are social creatures and infants learn through this by social and moral norms.
Learning by imitation begins around 1 hour old and develops more and more throughout life. By
about 9 months old infants can start to imitate how others handle objects eventually moving to
intended actions meaning they are attributing goals and intentions to the person doing the
behavior. Learning through analogies also starts very early on. infants can solve problems like
how to get a toy that is out of reach and behind something else by using skills they’ve learned in
similar situations. Casual learning is where infants notice something happening and try to figure
out a reason why it happens through simple experiments, such as things following (Goswami,
2015).
Learning is Multi-Sensory (Goswami, 2015)
Different types of learning start in infancy: statistical learning, learning by imitation,
learning by analogy, and casual learning are all there soon after birth or even before. Learning
starts in the womb and what happens to the fetus can affect learning later in life for example
alcohol can affect mathematical cognition. Statistical learning starts right after birth using
auditory and visual learning, it continues throughout our whole lives. Statistical learning is
grouping things in a way to categorize the world to understand it. In terms of the auditory
domain, a fetus in the womb can start to categorize phonemes into phonetic categories. After one
year the infant's brain becomes specialized in its native language. infants don’t learn language
from the television because social interaction is critical (Goswami, 2015).
Similarities in Children and Adults: Thinking & Reasoning (Goswami, 2015)
Children have the same structures as adult brains and thus need neural enrichment from
the environment around them. This enrichment lays the foundation for their cognitive and
emotional functioning as adults. Children develop and can use causal reasoning (think light
switch) but scientific reasoning where there are more variables to think about develops more
slowly. Adults struggle with scientific reasoning too because of bias, when children have less
experience and less bias they can be better at reasoning based on facts than adults can (Goswami,
2015).
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For education, this means that children need to learn things that they have some basis of
understanding of and have several examples. They have good recognition memory but their
declarative memory takes longer to develop. The area of working memory is still not well known
but students with less working memory struggle to develop reading skills. Students cannot have
visual, auditory, or kinesthetic approaches on their own but instead need them to be meshed
together. Mirror neurons as a way of learning work in the same way with children as they do
with adults. On the other hand self-regulation and inhibitory control work differently. Children
do not have implicit logic but instead use inductive and deductive reasoning in the same way
adults do (Goswami, 2015).
Language is Crucial (Goswami, 2015)
Talking while around infants is incredibly important and there is a huge gap between
infants in high-income families compared to infants in lower-income families. Infants take these
words and mimic them in terms of babbling which is a prerequisite to speech. Before speech
though gestures such as waving develop. When gestures do not match words it is a sign that they
are on the cusp of learning a new skill (Goswami, 2015).
Pretend Play as Learning (Goswami, 2015)
The concept of sensory-motor learning goes hand in hand with action, language, pretend
play, and teaching. Playing pretend is an important part of sensory-motor learning because it
provides a platform for understanding thoughts as something that already exists (Goswami,
2015).
Zone of Proximal Development (Goswami, 2015)
As a result, there are no longer stages of development or times when a child is
cognitively ready for certain things. Instead, we work in the zone of proximal development with
children. As a result of this, each student will be unique and will need to be treated as an
individual with their own learning needs (Goswami, 2015).
Theoretical Framework (Vinz, 2015)
The framework starts with play as a means of learning literacy skills (Liu, 2008).
Learning through play needs to have the least amount of adult inturruption in order for it to be
athuentic and have all the learning benefits (Goswami, 2015). Within play children will be
introduced to incremental experience where they slowly gain more knowledge and skills by
being introduced to things whether that be new toys or new skills by their peers (Goswami,
2015). When observing children play you will be able to see the developmental levels they are at
in terms of motor skills, emotional skills, and emergent literacy skills (Liu, 2008). Using the
information that one can gather from observing children play will help a teacher find the Zone of
Proximal Development. The Zone of Proximal Development is where the child can learn above
where they can learn on their own with a partner with their be a peer or an adult (Bodrova &
Leong, 2015). When a student is working in this zone they can do things they could not do on
their own, as they practice with this other person within this zone you can began to scaffold the
child and move them towards being able to do it on their own (American College of Education,
2017). The last piece in this theoretical framework is multi-sensory learning (Suryaratri et al.,
2019). Multi-sensory learning actively involves the student and leaves the teacher as the
facilitator (Suryaratri et al., 2019).This theory fits in with play and scaffolding because play is
child led and multi-sensory learning should be as well (Suryaratri et al., 2019). Multi-sensory
learning involves using at least one or more of your senses (Suryaratri et al., 2019). A student
will not simply be a kinesthetic learner, auditory, or visual but instead will need to have all of
those types of learning activated (Goswami, 2015).
Integration of Theory with Literature
The story
My Five Senses
(Aliki, 1989) is a children's picture book that explains the five
senses. It shows a main character using their sense of sight, hearing, smelling, touch, and tasting.
The book has beautiful illustrations and short simple text that students can relate to (Aliki, 1989).
The short and simple text of the book is accompanied by pictures that will look familiar to
students and will scaffold their learning of new vocabulary words (Bodrova & Leong, 2015).
This book fits into my theoretical framework because it lends itself to accompanying activities
that are multi-sensory and can be play-based. Activities could include stations that students can
visit and leave during playtime that have multiple activities for each sense. In the hearing area,
there could be instruments, audiobooks, and hearing-matching games. In the sight area, there
could be search-and-find games, full-color artwork, and picture stories. In the touch section,
there could be touch and feel books and other touching activities. The smelling area could have
different smelly tubes, perfume samples, and cologne samples. And lastly, the taste section could
have small samples of different flavors, students could sort the flavors into salty, sweet, bitter,
and sour.
Conclusion
Usha Goswami’s (2015) research report on Children’s Cognitive Development and
Learning paper speaks to the fact that learning is social and multisensory. She speaks to the
differences and similarities between children’s learning compared to adults' (Goswami, 2015).
She continues with how crucial language and play are for children the implications of this
knowledge for education and how educators can use the Zone of Proximal Development and
scaffolding to make sure students are learning (Goswami, 2015). Then in my theoretical
framework, I used these theories and ideas to pull them together in a way that makes sense for
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me to teach my kindergarten students literacy. I focus on play as a means of learning literacy
skills (Liu, 2008) The Zone of Proximal Development (Bodrova & Leong, 2015), incremental
experience, and multi-sensory learning (Suryaratri et al., 2019). Next, I use the framework to
choose a children's picture book (Aliki, 1989) that I can make a lesson plan on in future
assignments.
References
Aliki. (1989).
My Five Senses (Big Book)
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American College of Education, (2017).
LIT5353 Linguistics and Literature:
Module 1 [Parts 1 -6].
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Bodrova, E., & Leong, D. (2015). Vygotskian and post-vygotskian views on children’s play.
American Journal of Play
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https://files.eric.ed.gov/fulltext/EJ1070266.pdf
Cognitive Development and Literacy Skills MODULE 1: MT 201 LATIN This document was
produced with support from the U.S. Agency for International Development through the
USAID/Ethiopia READ TA Project under Cooperative Agreement No.
AID-663-A-12-00013 Ministry of Education. (2017).
https://pdf.usaid.gov/pdf_docs/pa00mmcv.pdf
Goswami, U. (2015).
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DEVELOPMENT AND LEARNING
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ldrens-Cognitive-Development-and-Learning.pdf
Nicole E. Mahar & Amanda L. Richdale (2008) Primary teachers' linguistic knowledge and
perceptions of early literacy instruction, Australian Journal of Learning Difficulties, 13:1,
17-37, DOI:
10.1080/19404150802093703
Nordquist, R. (2019, July 3).
A Brief Introduction to the Many Branches of Linguistics
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ThoughtCo.
https://www.thoughtco.com/what-is-linguistics-1691012
Suryaratri, R. D., Prayitno, E. H., & Wuryani, W. (2019). The implementation of multi-sensory
learning at elementary schools in Jakarta.
JPUD - Jurnal Pendidikan Usia Dini
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100–113.
https://doi.org/10.21009/10.21009/jpud.131.08
Vinz, S. (2015, October 14).
What Is a Theoretical Framework? | Step-by-Step Guide
. Scribbr.
https://www.scribbr.com/research-paper/theoretical-framework/
Liu, Y. (2008).
OpenAthens
. Research.ebsco.com; Jackson State University.
https://research.ebsco.com/c/36ffkw/viewer/pdf/nymklnqym5
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