Discussion 6 PDF

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I.

Define the following terms with one example of each case. ○ Physical knowledge

Physical knowledge: These are facts about the features of something. The window is transparent, the crayon is red, the cat is soft, the air is warm and dry today. Physical knowledge resides within the objects themselves and can be discovered by exploring objects and noticing their qualities. ○ Logio- mathematical knowledge Logico-mathematical knowledge: This is the creation of relationships. The brain builds neural connections which connect pieces of knowledge to one another to form new knowledge. The tricky part to understand here is that relationships don’t exist in the external world. They often appear to, but this is an illusion. Logico-mathematical knowledge is constructed by each individual, inside his or her own head. It doesn’t come from the outside. It can’t be seen, heard, felt or told.For example, try this question: Are there more people in the world, or more women? ○ Socio-conventional knowledge Social knowledge: These are names and conventions, made up by people. My name is Leigh, Christmas is on Dec 25, it is polite to say thank you for a gift. Social knowledge is arbitrary and knowable only by being told or demonstrated by other people. ○ Classification Classification means mentally putting together things that are alike and separating those that are different, putting items (such as toys) in height order. Classification shows that the child can classify items, such as coins or baseball cards. They can understand that coins are a category but that each coin can be classified into another category. ○ Seriation Seriation shows that a child can order items such as stick of different lengths can be organized by shortest to longest. Is the concrete operation that involves ordering stimuli along a quantitative dimension (such as length).Is another new ability gained during this stage, and refers to the child's ability to order objects with respect to a common property. A simple example of this would be placing a number of sticks in order of height. The difference between two similar items such as daisies and roses ○ Numerical relationship Understanding this concept also make a more complete understanding of number possible

because the ordinal properties of number (their ordered sequence -- first, second, third, etc. ) depend upon a knowledge of seriation ○ Spatial relationship Spatial relationships explore the concept of where objects are in relationship to something else. For example, a ball may be behind the chair, or under the table, or in the box. The dog may be on the blanket, outside of the house, or in the doghouse. When child care providers use the following words, they are teaching spatial concepts: ●

above, below

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before, after

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high, low

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in front of, in back of, behind

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inside, outside

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on top of, under ○ Temporal relationship

Temporal relationships (the last column) must be made to know that certain objects went down by themselves in the past and can therefore be expected to go down by themselves in the future. An example of seriational relationships (the second column) could be seen when Jacqueline pushed the ball harder and harder. This kind of seriation in action appears often in Piaget's books about sensory-motor intelligence. II. Discuss how playing a game can promote kindergarteners' mathematical knowledge and how a group game can be used to understand each child's mathematical developmental level. While many of these mathematics skills need to be explicitly taught, including playful activities and games in the early education curriculum can give children opportunities to practice their numeracy and spatial skills. For example, children can practice counting skills when playing with pretend money, spatial skills when putting together a puzzle, and geometry when building with blocks. The linear number board game can be used to promote the numerical knowledge of children from a range of knowledge and skill levels...