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? Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not?
- 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?
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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?
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Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not?
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How did the posing of questions for the group in her reading journal, and answering the other children’s questions, support Maria’s growth as a reader? What instructional technique is this approach an example of?
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What is the significance of Sarah’s efforts to find links in the reading lessons to Maria’s interests and current knowledge? Ex- plain your thinking in terms of Vygotsky’s theories.
Child development is the process of physical, linguistic, mental, and behavioral changes that occur in a child from birth to six years of age. During this time, a child transitions from being dependent on their parents to be more self-reliant. The development of a kid is heavily influenced by prenatal experiences and genetic factors. Environmental influences, as well as the learning potential of the kid, have a role.
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