Afiixes (Sufiix and Prefix), Summaries of English Language

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PROGRAM

INTRODUCTION

Someone once wrote in his journal: “Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult'' Early childhood (preschool age) is just one stage of childhood. Do you remember how you were as a preschooler? What do you remember most as a preschooler? What did you enjoy doing?

Lesson Learning Outcomes

At the end of the lesson, the students are able to:

1. describe the cognitive development that takes place among pre-schoolers;
2. apply concepts on preschoolers‟ cognitive development in preschool teaching and in child care;
3. take an informed stand/position on current preschool teaching practices.

Lesson 2- Cognitive Development of the Preschoolers

PRE-ASSESSMENT

Instruction. Encircle the letter of the correct answer

1. _______development refers to physical skills that use large body movements, normally involving the entire body. A. Gross Motor B. Complex Motor C. Fine Motor D. None of the above
2. What are signs of preoperational? A. Are able to make relationships about why things happen. B. Preschoolers and early school-age children learn about their world through their actions. C. Understand how things relate to one another. D. Object permanence child does not know that physical objects remain in existence when out of sight.
3. Refers to individuals' thoughts about how mental processes work A. Theory of Thought B. Theory of Imagination

CONTENT

ENGAGE Let’s check on this

Below are behaviors or remarks from children. Your early childhood experiences may help you arrive at the correct answer. Put a (/) on the item that is TRUE of preschoolers and an (X) on the otem that does not apply to preschoolers. ___1. “Someone switched on the thunder,” a child remarked. ___2. Child silently nods on the telephone to answer his father who is on the other side of the phone inquiring if mom is around. ___3. “That tree pushed the leaf offand it fell down,” says a child. ___4. A child is presented with two identical beakers each filled to the same level with liquid. The child is asked if these beakers have the same amount and she says YES. The liquid from one braker is poured into a third beaker, which is taller and thinner than the first two. The child is then asked if the amount of liquid in the tall, thin beaker is equal to that which remains in one of the original beakers. The child said YES. ___5. Child asks a series of “why” questions. ___6. Child is strongly influenced by the features of the task that stand out, such as the flashy, Attractive clown. ___7.Child pays attention to the more relevant dimensions of the task such as durections for solving a problem and not on the prominent clown, for instance. ___8. Jun does not realize that the juice in each glass can be poured back into the juice box from which it came. ___9. Mike did not like to share a piece of cake with his younger sister. Mike‟s younger sister was sick. Mike concludes that he madehis younger sister got sick.

Instructions. Answer the following questions briefly.

1. Which item/s is/are TRUE of preschool children? Explain your answer. _________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________________

2. Which item/s is/are NOT TRUE of preschool children? Explain your answer. _________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________________

EXPLORE Let’s conceptualize

PRESCHOOLER’S SYMBOLIC AND INTUITIVE THINKING

There are two substages of piaget‟s pre-operational thought,

1. SYMBOLIC STAGES
2. INTUITIVE STAGES

SYMBOLIC STAGES-preschool children show progress in their cognitive abilities by being able to draw objects that are not present, by their dramatic increase in their language and make-believe play.

INTUITIVE STAGES-preschool begin to use primitive reasoning and ask litany questions. The development in their language ability facilitates their endless asking questions.

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

STAGE 2. PRE-OPERATIONAL STAGES - the preoperational stages covers from about 2- 7 years old, roughly corresponding to the preschool years. Intelligence at this stage is intuitive in nature.

DEVELOPMENTAL TASKS

1.SYMBOLIC FUNCTION- This is the ability to represent objects and events. A symbol is a thing that represent something else.

2.EGOCENTRISM-This is the tendency of the preschooler to only see his point of view and to assume that everyone also has his point of view.

3.CENTRATION-This refers to the tendency of the preschooler to only focus on one aspects. this is also refers to as UNIDIMENSIONAL THOUGHT.

4.IRREVERSIBILITY-Preschool children still have the inability to reverse their thinking. They can understand that the juice in each glass can be poured back into the juice box from which it came.

5.ANIMISM- This is the tendency of the preschooler to attribute human like traits or characteristics to inanimate objects.

6.TRANSDUCTIVE REASONING- This refers to the preoperational children type of reasoning that is neither inductive nor deductive reasoning appears to be from particular to particular.

BRAIN CONNECTIONS IN THE PRESCHOOL YEARS

Because of fascinating developments in neuroscience, brain development of young have been of great interest to the field of early childhood. brain research findings point us to more effective ways to care for and teach preschooler from science lessons you had in high school or even in elementary. remember that our brain is composed of numerous cells called NEURONS that connect to each other function. Cell connections are what we call SYANPSES, sometimes also referred to as SYNAPSTIC CONNECTIONS. DID YOU KNOW THAT?????  The human brain contains some 50 billion neurons at birth?  by age of 2, children have developed half of the brain cell connections that will be made during one‟s lifetime?  around 6 years of age the brain develops for more sophisticated thinking patterns?  all these are facts point to the numerous potential that the preschooler‟s brain has. The child‟s billion cells have the ability to make almost countless connections that prepare the child for intricate path-ways to learn language, acquired logical- mathematics skills, interact with people, grow in his feelings and emotions, and even express himself in art. As such, a preschool teacher would often observe how a child now has transformed from a dependent toddler into proud and independent preschooler who can now eat more neatly, enjoy, “reading „‟ a book.

LANGUAGE DEVELOPMENT  Young children‟s understanding sometimes gets a head of their speech. As children go through early childhood, their grasp of the rules of language increases (morphology, semantics,

A QUICK LOOK AT WHAT A PRESCHOOLERS CAN DO

Below are the list of preschoolers cognitive skills lifted from the Philippine Early Learning and Development Standards(PELDS) *Receptive language *Domain: Cognitive Development *Memory: episodic memory

RECEPTIVE LANGUAGE STANDARD

The child is able to understand both verbal and non-verbal forms of communication.

31-36 months: 3-4years old. *speaks in a simple sentences. *talks about an event and is understood.

37-48 months *uses some prepositions *uses plurals *uses past tense *uses newly learned words appropriately on sentences *uses newly learned words appropriately when in group conversations.

49-60 months-4-5 years old *draws and tells a story about his drawing.

PRE-READING AND PRE MATH(MATCHING) STANDARDS

The child is able to match identical objects, colors, shapes, symbols.

31-36 months:2-1/2 to 3 years old *matches identical objects with 2 attributes( e.g…color & shape) *matches identical upper case letters *matches identical lower case letters.

37-48 months: 3-4 years old *copies simple patterns with 2 or more attributes(e.g, color, shape, sequence) and continues this without guidance. *recognizes familiar logos (e.g, McDonald‟s, Coke, etc.) *recognizes signs (e.g, male & female restrooms: stop and go; danger/poison, etc) *matches identical 2-to-4 letter words *matches identical single-digit numbers *matches identical 2-digit numbers

PRE-READING AND PRE-MATH( Copying letters and numbers) STANDARDS

The child is able to recite the alphabet and numbers in sequence.

37-48 months: 3-4 years old *prints upper-case letters with some reversals

46-60 months: 4-5 years old *prints complete name without model Model with no reversal. *prints upper case letters a model with no reversal. *prints lower case letters a model with some reversals. *prints number 1- with a model with some reversals

61-67 months: 5-6 years old *prints upper case letters without a model and with no reversals. *prints lower case letters without a model and with no reversal *prints numbers 1-5 without a model and with no reversals.

DOMAIN:COGNITIVE DEVELOPMENTS ATTENTION AND ACTIVITY STANDARDS

The child is able to sustain attention and modulate his activity at age-expected levels.

31-36 months:2-1/2 to 3 years old *completes simple task without prodding.

37-48 months: 3-4 years old *may be distracted but re-focuses on her/his own. *remains settled while leafing through a picture book for 5 minutes. *remains settled while listening to a story using picture books for 5 minutes. *sustains attention and concentration on a tabletop activity for 10 minutes. *can work on a school assignment with a minimal supervision.

49-60 months: 4-5 years old *sustains attention and concentration on a tabletop activity for 15-20 minutes. *can work on a school assignment with minimal supervision.

61-70 months: 5-6 years old *can work on a school assignment independently.

HIGHER- ORDERED MENTAL ABILITIES(CONCEPT FORMATION) STANDARDS

The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/her environment.

31-36 months: 2-1/2 to 3 years old *knows the difference between a recent event and one that happened a long time ago. *counts with one-to- one correspondence. *understands the concept of number-quantity relations from 1 through 5(e.g, hands over 5 objects when asked) *groups objects by shapes. *arranges objects by length. *arranges objects according to size *can tell in what way 2 things are the same. *can tell in what way 2 things are different.

37-48 months: 4-5 years old *can tell which is prettier/nicer of 2 items based on his/her criteria. *groups pictured objects according to category *can tell which is left and right on him/herself. *understands “more” and “ less” *understands the concept of conversation of matter at a rudimentary level.

49-60 months: 4-5 years old *can tell which is the left and right of people facing him/her. *knows the difference between yesterday, today, and tomorrow. *understands the concept of number-quantity relations for 1-10. *demonstrates concept of addition using fingers and objects. *demonstrates concept of subtraction using fingers or objects.

HIGHER-ORDERED MENTAL ABILITIES(CAUSE AND EFFECT RELATIONSHIPS) STANDARDS

The child is be able to understand the cause-effect relationships.

31-36 months: 2-1/2 to 3 years old *can complete a simple pattern(e.g, beads, pictures, shapes) with occasional guidance.

37-48 months : 3-4 years old *understands reasons behind rules and practices in the community, like those pertaining to sanitation, environment preservation, etc.

MEMORY:(EPISODIC MEMORY) STANDARDS

The child is able to recall people he has met, events, and places he has been to.

31-36 months: 2-1/2to 3 years old *talks about things that happened during a particular event that occurred some time back.

MEMORY:(MEMORY FOR CONCEPT-BASED KNOWLEDGE-SEMANTIC MEMORY) STANDARDS

The child is able to store verbal information in short and long term memory.

37-48 months: 3-4 years old *repeats 5-to-7 word sentences correctly *memorize the lyrics of a short song *memorizes a short rhymes *remember the gist and many details of short stories told or read.

49-60 months: 4-5 years old *can recite the days of the week with some errors *remember lesson learned in school after several days have passed.

61-71 months: 5-6 years old *can recite the days of the week with no errors *can recite the months of the year with some errors.

Content Knowledge

Poor The picture collage did not demonstrate student's understanding of gratitude and/or the assignment.

Fair The picture collage generally demonstrated student's understanding of gratitude and/or the assignment, but a few things were lacking.

Good The picture collage clearly demonstrated student's understanding of gratitude and/or assignment.

Excellent The picture collage sincerely demonstrated student's understanding of the gratitude assignment. Student added extra information above what was needed or discussed in class.

Format Poor

Student did not follow format given for this assignment. (All pics must be obtained from a common free site such as Pixabay.)

Fair Student generally followed format given for this assignment; (All pics must be obtained from a common free site such as Pixabay.) however, there were still a few things missing.. There was some own writing or drawings.

Good Student followed format given for this assignment and included all required information.(All pics must be obtained from a common free site such as Pixabay.) There was none of the students own writing or drawings.

Excellent Student followed format given for this assignment and included all required information. Student may have also included something extra.(All pics must be obtained from a common free site such as Pixabay.) There was no writing or drawings by the student.

Creativity Poor

Not much effort put into making the collage colorful, unique, or eye-catching.

Fair Some effort was given to make the collage interesting.

Good The student demonstrated creative methods for designing a collage. Various materials were utilized and colors were distributed.

Excellent The student demonstrated creative methods for designing a collage. Various materials were utilized and colors were distributed. It was very neat and appealing.

EVALUATE Let’s apply our knowledge

Instruction. Encircle the letter of the correct answer.

1.________ development refers to physical skills that use large body movements, normally involving the entire body.

A. Gross Motor B. Complex Motor C. Fine Motor D. None of the above

2. What are signs of preoperational? A. Are able to make relationships about why things happen. B. Preschoolers and early school-age children learn about their world through their actions. C. Understand how things relate to one another. D. Object permanence child does not know that physical objects remain in existence when out of sight.
3. Refers to individuals' thoughts about how mental processes work A. Theory of Thought B. Theory of Imagination C. Theory of Mind D. None of the above
4. Sensorimotor, Preoperational, Concrete-Operational, and Formal Operations were developed by A. Jean Piaget B. B.F. Skinner C. Erik Erikson D. Lev Vygotsky
5. What is the second stage of cognitive development? A. Sensorimotor B. Concrete operational C. Preoperational D. Formal operational
6. At what age do children begin to understand that their actions affect those around them?

A. 3 years B. 5 and 6 years C. 4 years D. none of the above

7. The _________ stage is a time when stable concepts are formed, mental reasoning emerges, egocentrism begins strongly and then weakens, and magical beliefs are constructed.

A. Sensorimotor B. Concrete operational C. Preoperational D. Formal operational

POST-ASSESSMENT

Instruction. Encircle the letter of the correct answer.

1. Slower in pace than in infancy and toddlerhood a. Mental growth b. Physical growth c. Emotional growth d. All of the above
2. Refers to the point at which body-weight is evenly distributed. a. Center point b. Midpoint c. Center of gravity d. None of the above
3. Refers to acquiring skills that involve the large muscles. a. Gross Motor development b. Fine motor development c. Both and b d. None of the above
4. Handedness is usually established around a. 2 years old b. 3 years old c. 4 years old d. none of the above
   5. This stage begins with large zigzag lines which later become circular markings. a. Scribbling Stage b. Preschematic stage c. Schematic stage d. none of the above

REFERENCES

Book The child and Adolescent Learners and Learning Principles by Brenda B. Corpuz, PhD., a. Rita D. Lucas, PhD., Heidi Grace L. Borabo, PhD. and Paz I. Lucido, PhD.

Electronic Reference https://www.slideshare.net/BSEPhySci14/cognitive-development-of-the-preschoolers