Some Technological Approaches to Developmental Learning

Some Technological Approaches to Developmental Learning

Opening Ceremonies

 
Starting At:

Wednesday Jun 29 12:00 AM 2022

Ending At:

Friday Jun 15 02:00 AM 2035

 
Venue:

2329 Dale Avenue, Seattle, WA 98161

2329 Dale Avenue, Seattle, WA 98161

Description

We would like to invite all of our students to an event that will take place at our university and will be dedicated to the theme: Some Technological Approaches to Developmental Learning. Under the influence of increasing demands on school education, psychologists began to explore the "zone of proximal development" of children four decades ago. The task was set to find out what children's thinking abilities were. It turned out that first-graders could operate with abstract symbols, solve problems on the basis of formulas, and master grammatical concepts. Similar data were obtained abroad. The well-known psychologist J. Bruner, fascinated by the success of the experiments, even formulated an extreme view, the opposite of the previously dominant views of the very limited capacity of the intellect of children. He wrote that any child at any stage of development can access any knowledge with adequate methods of their presentation. Of course, the possibilities of children are not limitless. But studies have shown that with the proper organization of educational activities, they can be realized to a greater extent than with the previously existing system of education. Thus, the team, proved the possibility of forming elements of theoretical thinking already in the primary school age, to increase its share in the cognitive activity of children, to go in training from the "abstract to the concrete". Problem solving often occurs intuitively, and in this process both practical and figurative thinking play an essential role unmediated by sensual support. The inclusion of visual and figurative thinking in this process makes it possible to immediately, "at a glance" cover all the components included in the problem situation, and practical actions allow you to establish the relationship between them, to reveal the dynamics of the phenomenon under study, and thus facilitate the search for a solution. The predominance of practical, figurative or conceptual types of thinking activity is determined not only by the specifics of the problem being solved, but also by the individual characteristics of the children themselves. That is why one of the important principles of developmental education is the optimal (meeting the goals of education and the child's mental characteristics) development of different types of thinking activity: abstract-theoretical, visual-imaginative, visual-actual, and practical thinking. Learning activity requires the possession of different methods of creating images, on different material (on the basis of the described text, drawings, pictures). The methods of learning activities may have different degrees of complexity RELATED RESOURCES: Why is it easier to do coursework as a team? The essence of project-based learning What the complexity of learning projects can be. Laboratory Plan Technology in Teaching. What are the requirements for the assignments.

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