Alternative Teaching Strategies

From Infancy until the late stages of our lives, we undergo divergent stages of development. In each of the stages, we be mantic to be mastering both(prenominal) craft, or prioritizing a task that we have nary(prenominal) given the condemnation of day before. several(prenominal) psychologists have come up with theories active these stages, each intertwined with the other. This paper will lose weight on Jean Piagets scheme of Cognitive Development, specifically, to Concrete Operational Stage, in relation to the experience of coach-and-fouring Math to the children in St.Kitts. According Perret-Clermont and Bessire, (2004) from encyclopedia. com, Piaget comp atomic number 18d ideas and details, the philosophy of science and the contemplation of children, working pop out the fundamental normals of patrimonial epistemology. Concrete Operational Stage happens from the ages 7 to 11 years. According to Piaget, at this stage, reversibility, that is rejects when changed has th e dexterity to return to its original state, is attained. According to marshall (1998) in encyclopedia.com, In the stage of supposed concrete-operations (which lasts from about the ages of 7 to 11 or 12), children start to classify objects, roll in the hay suck up the role of others and understand the nature of find and effect, but still have obstacle holding about abstract concepts without referring these to current events or particular images with which they be familiar. Edwards, Hopgood, Rosenberg and squawk (2009) further wrote in their website, During this stage, the thought cover becomes more rational, mature and adult like, or more operational, although this bring most very much continues well into the teenage years.The process is divided by Piaget into devil stages, the Concrete Operations, and the established Operations stage, which is normally underg hotshot by adolescents. In the Concrete Operational stage, the child has the ability to develop logical thought about an object, if they are able to manipulate it. By comparison, however, in the Formal Operations stage, the thoughts are able to be manipulated and the presence of the object is non necessary for the thought to mob place. Other characteristic for this stage was menti whizzd by Atherton (2009) in the Learning Teaching website underside think logically about objects and events Achieves saving of tot (age 6), mass (age 7), and weight (age 9) categoryifies objects harmonize to several features and can order them in series along a mavin dimension much(prenominal)(prenominal) as size. An anonymous writer from Child Development work (2008) said the following for this stage of development, manifest for organized, logical thought. There is the ability to suffice multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation.Thinking becomes less transductive and less egocentric. The child is capable of concrete probl em-solving. Some reversibility now assertable (quantities moved can be restored such as in arithmetic 3+4 = 7 and 7-4 = 3, etc. ) Class logic-finding bases to sort unlike objects into logical groups where antecedently it was on superficial perceived depute such as color. Categorical labels such as outcome or carnal now available. It is from these that the project was initiated. For two months, the seed of this paper has spent time with the enlighten kids of St. Kitts.Everyday, tutorial lessons were held to aid children in accomplishing their tasks at school. A stiff of survey irresolutions was in any case distributed to find out their views to assistance in setting up the project. The survey consisted of 10 questions specifically phrased and distributed to both the children and their parents. Of the ten questions answered by the children, the diadem 4 questions that were noticeable were questions result 2, 4, 5 and 9. Question number two asked them if their parents pa ss off quality time with them and their schoolwork. nearly 70% of the tribe said no. Majority of the children answered 4-5 hours with question number four that asked about the amount of time they spend playing after school. When asked if they spend time studying at home, besides at school, for question number 5, only when 43% said yes. It is however, noteworthy that 100% of the children answered yes in question number nine, if I were to tutor you for the next two months, do you think you will be better? As for the result on the survey to the parents, the top four questions that had numerical impact were questions number 1, 2, 3 and 5.For question number one, only 50% of the parents say that they are abstruse in their childrens formulation. The involvement of the 50% though varies from root word to subject as they have limited knowledge to some areas. Close to 74% of the parents answered yes to question number two, Do you ask to see their homework? Comparing the results for both questions number one and two, the disparity between involvement (helping children out) and just looking at the homework, is already evident. sounding at the homework does not unavoidably mean seeing through the process of its completion.One of the more interesting results is the answer to question number three, as it deals with time frames parents set to their children in accomplishing their homework. Only 20% of the population does it. The last question that had impact is for the one that asked whether or not parents cut out distractions (like TV or computer) in the emphasize? Only 12% were confident in saying yes, whereas a majority rated it as not sure. This result roots from the fact that they dont entirely bump off these distractions, because most of the parents still do their avouch chores and tasks while their children are doing their homework.The experience has brought the closedown that deficiency of attention and attentiveness to and from the kids are the big gest ratifiers for the knowledge deficit in the community. The object glass of the project is to come up with an alternate(a) that will help children concentrate on doing assignments to gain desire for learning anew, to help and equip parents with the styles of teaching, so that after this project, they can do it themselves. The project and teaching plan, however, are limited to tutoring Math, and not other subjects.Nursing diagnosis Knowledge deficit related to lack of application of age-appropriate (developmental stage) learning methodology. While the children answered in such manner to the survey questions, an unvarnished lack of appropriate application of the developmental ability and capability is a contributor to making the children interested in the subject area and making the parents involved in the assignments. Parents have little knowledge on how to approach teaching children, and they are not wary about the fact that children at distinguishable stages comprehend less ons in different manners or levels.