Children Representation of Their Experiences and Learning - Assignment Example

ECE 330 Assignments 3 & 4 30/10/14 ASSIGNMENT 3: Schemas Children are social creatures who began to socialize right from the birth. The process by which children learn various things in the social affairs is referred to as the social cognition. In psychology, social cognition is explained as the process by which a person can store information in the brain and retrieve the stored information when needed (Robson, 2012). The rate at which the person retrieves this information can be explained as the capacity of the person to remember. The process of remembering is usually learned via observation and practices. That is why children usually learn as the practice right from the time of their birth. Schema is a sociological theory that is used to study the psychological behaviour of social being. The theory traces the course by which report is passed to the mind. In the brain, there are partitioned positions where a category of information is packed. The stored information can be useful after it is stimulated. The activation process is an unconscious procedure that is done through judgement. When a person sees or thinks about something, the brain storing the information is usually activated to enable a person to relate that what he or she sees or thinks about and what is stored in the brain. The process repeated itself when a person’s brains continues to grow and finally becomes a strong hub of storing and retrieving information. The clip begins with a young girl trying to identify a yellow porch that the instructor shows her ones. One of the objectives of the instructor is finding out is whether the young girl will be able to recognise the colour of the porch. After seeing the colour, they are registered in the brain, and the girl can identify it when she later collects it under the pillow. The second test was whether the young girl was able to note where the porch can be found. The girl is capable of discovering the porch was hidden. The assumption that the girl was able to remember is attributed to the fact that the child was able to store the information that she saw. Thus, she or he can retrieve it when needed (Hendrick, 1998). These processes lead to another measure of human psychological system that is referred to as the wisdom. Piaget views schemas as a development of knowledge via wisdom. Normally, wisdom is defined as a judgement that is most likely to be right. Piaget argues that making the right judgement usually consist of a person’s ability to fore saw what will happen if he or she takes a certain route of judgement. The schema in this case can be tested via various animals, and the clip has done so by testing the monkeys and rabbits. The animal has displayed the most effective outcome of making the correct choice. When placed in a test tube that is partitioned, and food is placed on one side, the rabbit follow the tube that had food. Vygotsky argues that the intelligence endorsed by schemas in this case is the ability of the animal to differentiate whiff. The rabbit was able to remember the smell of food and judge which way to follow. In this case, we recognise the importance of schemas in making judgements. Schemas can be developed to children by allowing them to come into contact with things that they value most in their lives. Psychologists have gone ahead to study the effectiveness of schemas in children. They have attributed several activities that they use to activate their brain in order to fill their desires. For example, the clip shows a group of people squatting as a way of relaxing their body and muscles. They have influenced their brains that whenever they sit like that their muscles would relax. Psychologists have gone ahead to investigating the human brain even by the use of machines. They can learn the organisation of the hominid intellect and use it to explain the individual mind. The extent to which psychologists can study human brains via looking at the human behaviours has been developed. In this case, schemas is used to predict the emotional situation relating to various organism. A study from the clip used to explain the cognitive theory in this case uses a group of girls students. The student emotional behaviour is looked into via the introduction of a new teacher. Once the teacher is around the student gives the impression to be calm. However, when the teacher leaves they behave in a funny way due to excitement. The brain relaxes and sends emotional waves throughout the body that makes them behave in a funny way. Schemas are thus useful in the study of human behaviour and the cognitive process of the children. ASSIGNMENT 4.1: Children Representation of Their Experiences and Learning Child development is a very crucial aspect in the social life. Children do engage in activities that finally enables them to conduct some activities on their own in the future. There is a design that can promote children to conduct various activities as discussed in the video clip. A child may learn about rabbit when the support is given to him or her in the following design. The first step towards the learning experience will be to establish a relationship between the child and the rabbit. The child need to feel free when attempting to catch a rabbit, and this may be done in several ways. The best approach will be to take the child to a place where the rabbit is and do what you want the child to do. One can do that by feeling the rabbit by the hands (Honig, n.d.). When a child sees that you are free with the rabbit, he or she will begin to do the same, and friendship between the two will be established. The second thing will let the children feel that they are valued. From the clip, children are supposed to feel valued by always appreciating what they say or want to do. The teacher should always ask for the children opinion about the rabbit, what it likes and how they can improve their value of the animal. The teacher should also provide the children with necessary learning materials such as pictures that the children will use to refer to the animal. The pictures will remind them of the real animal that they are discussing. When the discussion arises concerning the rabbit, the teacher should assist the children to look for the solution together. A collaboration between the teacher and the children will give them confidence in talking whatever they think is best. The process will be beneficial to the weak students who will feel that they are part and parcel of the group during discussion. Another level will involve the teacher seeker individual understand about rabbit. The teacher is supposed to pose a disturbing and challenging question and pretend that he or she do not know the answer (Hendrick, 1998). Progenies will then be asked to present their opinion about the topic. Some children start to explain that they will expand the cage, and they start explaining how they will do it. That aspect of teaching is the best in my opinion as children engages their brain in thinking. This procedure, when used well, may help the children to have good attributes when they are faced with the challenge of raring rabbits. There are several materials that the teacher needs to provide when engaging children in a discussion. The materials need to be harmless to children since babies are usually exited and everything that appears before them (CognitiveProcesses.com, n.d.). Children usually need to learn with what they are seeing. In this case, the teacher had already provided the children with the rabbit in a cage. The material is necessary for the children as they can follow every aspect of the animal in their life. The teacher also needs to provide the children with the pictures of what they are discussing. The picture should be in such a way that it is attractive to the children as they will be get motivated. The social cognition theory can be used to illustrate the behaviour of children in the learning process (Robson, 2012). The model illustrates that children will probably copy what they see their model do. Thus, children will tend to copy whatever the teacher is doing. In the case of studying about the rabbit, the teacher is supposed to bring some materials that can be used to improve the quality of the animal such as food. The teacher need to do the actual activity of feeding the rabbit. When the children see that their teacher is feeding the animal, they will follow the action and start to do what they say. The caring process should be done in a good way so that the learners can follow the good measures. Therefore, the cognitive model will the right one to use in this situation. References CognitiveProcesses.com. (n.d.). Cognitive Processes and Learning. Retrieved from Cognitive Processes: http://www.cognitiveprocesses.com/usesoftype/cognitive-processes-and-learning.cfm Hendrick, J. (Director). (1998). The Whole Child: A caregivers Guide to the First five years [Motion Picture]. Honig, A. S. (n.d.). How to Promote Creative Thinking. Retrieved from Teachers: Where Teachers comes first: http://www.scholastic.com/teachers/article/how-promote-creative-thinking Robson, S. (2012). Developing Thinking and Understanding in Young Children: An Introduction for Student. New York: Routledge. Read More