What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what “appropriate challenge” meant for Maria?What considerations may have prompted Sarah’s decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky? Pré-visualizaçãoFicheiroEdiçãoVisualizaçãoIrFerramentasJanelaAjudaDom. 27 de fev. 1:52 PMRobert S. Feldman - Child Development_ A Topical Approach (2013, Pearson) - lib...Página 207 de 609Qv PesquisaRobert S. Feld...The CASEof ... the Risky BetSarah Canton, a second-grade practicum teacher, was as-signed the mid-level reading group. As the group was small,she asked the reading specialist if she could add a studentfrom the specialist's group-the children considered to bestruggling.The specialist reluctantly agreed to let Sarah put Maria Gon-zales, age 8, in the mid-level group. "She will fall behind andfeel worse about herself," the specialist warned. But Sarah hadobserved Maria, a shy girl, closely and felt she was capable ofachieving more if appropriately challenged.187«LOOKING BACK188 CHAPTER 6Cognitive Development: Piaget and Vygotsky188Sarah sat next to Maria the first week. The girl loved the at-tention and eagerly followed the lessons though she answeredonly when called upon. Sarah made sure to ask Maria questionsshe knew the girl could manage successfully.The next week, Sarah moved among the children. She be-gan asking Maria questions that required the girl to think a bitbeyond the knowledge she possessed. She also asked Maria tointerpret a poem the girl loved. Her interpretation was originaland heartfelt, and the other children gave her positive feedback.Maria began raising her hand when Sarah asked for volunteers.By the third week, Maria was posing questions in her read-ing journal and answering the other children's questions. Readingone-on-one with her, Sarah realized Maria's reading had jumpedthree levels. She continued to find links to Maria's interests andknowledge to advance the girl's understanding. When the mark-ing period ended, Maria had made the most progress and was nowreading above grade level. Best of all, she was writing poetry andstories of her own.1. What Piagetian stage do you think Maria had reached by the be-ginning of second grade? How might Sarah have gone about de-ciding what "appropriate challenge" meant for Maria?KEY TERMS AND CONCEPTS2. What considerations may have prompted Sarah's decisions to sitnext to Maria for the first week and, initially, to restrict her ques-tions to those she was certain Maria already had the knowledgeto answer successfully? Can you explain these choices in termsof the theories of Piaget? Of Vygotsky?MyvitualChild1893. Do you think Sarah was putting Maria at risk when she asked herto interpret a poem for the group? Why or why not?7 Cognitive Development:Information Processing4. How did the posing of questions for the group in her readingjournal, and answering the other children's questions, supportMaria's growth as a reader? What instructional technique is thisapproach an example of?5. What is the significance of Sarah's efforts to find links in thereading lessons to Maria's interests and current knowledge? Ex-plain your thinking in terms of Vygotsky's theories.19060FEV.étv27Askeg jessSUSIL A H YO,

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What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what “appropriate challenge” meant for Maria?
What considerations may have prompted Sarah’s decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky?