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Yesterday we learned about “movement, games and special friends”

We know that young children are in full development and also live unforgettable stages, they create their first friendships and they love to play and that is what we are going to learn.

First what we should know is that they learn by listening and seeing, and they have a great imagination, so a simple game would be game of a crocodile, etc).

Another example would be with puppets, for example (I am going to teach them the vocabulary of the most common and simple professions and I have my puppets of a firefighter, police, doctor and painter and I make a simple game for them so that they understand better). This will be called special friends, why? Because they are children and their imaginations are great and they will feel comfortable with them and will enlarge their imagination.

A simple game for big children, it may be that (heads up) I put a word or image on the forehead and the other student makes some mimics so that I can know what or what the word or image is.

Another game would be memory, a fantastic game in which one learns a word and the other says the word of his partner plus his word and so on, so that they do not forget and can remember their vocabulary. Those are some examples for children.

The day before yesterday we learned aout “creating the right conditions for language learning” 

First we must know that to teach a child we must feel happy inside and outside, so we can give a good class to our students, we have to see that the student also feels well in conditions to study.

The ways for them to work can be in different ways, such as group work, where they get involved to do their job.

This homewoork is about the second Theory of Vigotsky:

I´m going to explain about my exposition of yesterday about Lev Vigotsky:

First I talk about the GENERALITIES:

Now I talk about  2 points 

-  Maintains that children develop their learning through social interaction.

- Vygotsky defends the social origin of consciousness which he considers the fruit of our social relations.

To say a few things, Vygotsky agreed with Piaget's theory, but he changed some things from his Piaget theory, and well, here I am going to say what he talks about.

In summary, Vygotsky follows Piaget´s line but introduces a key factor: the child not only interacts with objects, but also with concepts, that is, the child knows the object of the world through the meanings he shares with his environment Social.

Learning and "zone of proximal development”:

Adults or more advanced peers play a role support, direction and organization of learning, such as step before he may be able to master those aspects.

General Features:

I think that this part is very important:

- It arises in opposition to two fundamental ideas, such as positions on development and, on the other hand, biological positions on cultural and independent development.

GOALS AND OBJECTIVES:

- Educations promotes the sociocultural and cognitive developments of the students.

- Culture provide tools to modify their physical and social environment (one of great relevance is language).

MY OPINION:

My opinion about Vygotsky is that in some parts they are very good, as in others that I don´t like very much, he has his subjects from a very young age, I think that it is right that an expert helps a child up to a certain stage, but What is with him, what I don´t like very much is that the speech in general and in that part the children are super special, both emotionally and intellectually, and I think that part isn´t right.

The day before yesterday we learned o we do a expensive review about DESCRIBING YOUNG LEARNERS, but we learned about “Theories of learning and child development”; again “but” we talk about the first 2 theories, now I´m going to explain the tho theories of the day before yesterday:

THEORY 1:

- Jean Piaget ( 1896-1980)

THEORY 2:

- Lev Vygotsky ( 1896- 1934)

First I will talk about the Theory 1 : Jean Piaget ( 1896-1980).

He born  (Neuchâtel, August 9, 1896-Geneva, September 16, 1980) was a Swiss epistemologist and biologist, considered the father of genetic epistemology (relating to the generation of new knowledge from the development of structures and from of functional mechanisms that are maintained to this day.

What is the constructivist approach?

The constructivist approach, in its pedagogical current, is a determined way of understanding and explaining the ways in which we learn. Psychologists who start from this approach emphasize the figure of the apprentice as the agent who is ultimately the engine of their own learning.

Parents, teachers and community members are, according to these authors, facilitators of the change that is taking place in the learner's mind, but not the main piece. This is so because, for the constructivists, people do not literally interpret what comes to them from the environment, either through nature itself or through the explanations of teachers and tutors. The constructivist theory of knowledge tells us about a perception of their own experiences that is always subject to the framework of interpretation of the "apprentice".

It could be said that he does a certain study on the stages of people, from birth until they become adults, these are 4 stages and here I explain it.

First we see a picture about the theory of Piaget: 

Now I´m going to explain 1 of 1 about the theory of Piaget:

First is Sensory-Motor Stage:

The sensory-motor stage is the one that "It extends from birth to language acquisition". At this stage, children progressively build knowledge and understanding of the world by coordinating experiences (such as sight and hearing) with physical interaction with objects (such as grasping, sucking, and stepping). Object permanence is the child's understanding that objects continue to exist even though he or she cannot perceive it. One can make the game (don ta bebe), or with cubes, music, etc., but they are ingenious games. As we saw, it starts from 0 years old to 2 years old. Second is “The Pre-operational stage”:

Piaget's second stage, the pre-operational stage, begins when the child begins to learn to speak, around the age of two and continues until the age of seven. During this stage prior to cognitive development operations, Piaget observed that children still do not understand concrete logic and cannot mentally manipulate information. At this stage, increased play and pretense take place in children. However, the child still has trouble seeing things from different points of view.

Third is “Stage of concrete operations”:

The concrete operations stage is the third of the four stages of Piaget's theory of cognitive development. This stage, which follows the pre-operational stage, occurs between the ages of 7 and 11 years and is characterized by the proper use of logic. During this stage, a child's thought processes become more pervasive and "as an adult," he begins solving problems in a more logical way. Hypothetical, abstract thinking has not yet developed and children can only solve problems that apply to specific events or objects. At this stage, children undergo a transition in which they learn norms such as conservation.38 Piaget determined that children are capable of incorporating inductive reasoning.

Fourth Stage is “The formal operations Stage”:

The final stage is known as the stage of formal operations (in adolescence and adulthood, approximately between 11 and 15-20 years): Intelligence is demonstrated through the logical use of symbols related to abstract concepts . This way of thinking includes "assumptions that have no necessary relation to reality.

MY OPINION:

I really like Piaget's theory, it is very interesting and he explains the four stages very well, each stage says what the child does and also how it develops I like it a lot, but what I don't like is in the sense that He says that the child develops alone, in a few words I understood that he develops alone, in my opinion I do not conclude much with him in that part, because it is good that the child develops but with help, not alone.

Now I´m going to explain the theory of Lev Vygotski:

He was born into a prosperous Jewish family near Vitebsk, and was the second in a family of eight children. Before her first birthday, her family moved to Gomel, where she grew up. In his teens he was a fan of theater and painting and decided to rewrite his surname Vygotski, instead of Výgodski ("výgoda" means "benefit" in Russian), as it originally was.

Sociocultural theory:

Lev Vygotsky also suggested that human development is due to a dynamic interaction between individuals and society. Through such interaction, children gradually and continuously learn from parents and teachers.

This learning, however, can vary from culture to culture. It is important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society not only impacts people; People also affect the society in which they live.

MY OPINION:

I like Vygotsky's theory in a certain way, it is good to teach the student a parent, someone who knows what you want me to teach him, but there are also some parts where I do not like it, Vygotsky and Piaget have very good points but there are some things in which you could say that they exaggerate or something, and it has excellent pates like some in which they generate all children, and not all of them are similar because some have problems to study like others who are more agile .

Well this is my first lesson 1 of met 4 and well to start the class we saw a video of "Should we get rid of standardized tests?" and it was a video where they talked about the tests to see if they were necessary or not, and then we saw two opinions from two people, where they said their different opinions about the tests if they were necessary or not.

Well, in my opinion, if they are necessary because they tell us what the boys have learned up to that day and what I understood is that one has to teach a student well and then grade him through your teaching, take your exam and grade it, but before give the student to explain what is done, say the points etc. That was what I understood regarding the subject.

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