IMPLICATION OF PIAGETS THEORY TO TEACHING

AND LEARNING PROCESS

Teaching pre operational children ( 2 7 years old )
i. Use concrete teaching aids and visul aids whenever possible.
Example: Children use concrete objects like stones, marbles, ice cream sticks to
learn about addition and subtraction.
ii. Instructions should be short, using actions and words, followed with
examples.
Example: Instructions for lining-up outside the classroom or how to do certain
activities should be given in short and how to do certain activities should be given
in the and clear sentences. eachers can demonstrate the desired action as well.
iii. Children at this stage find it difficult to understand the world from someone
else;s point of view.
Example: Explanation of values or advice should be given in that are easilt
understood b! the children.
Teaching concrete operational children ( 7 11 years old )
i. Provide opportunities for children to manipulate the objects.
Example: "et up a simple "cience experiment to test the need of sunlight in
photos!nthesis.
ii. Mae sure presentations and readings are brief and well organi!ed.
Example: #egin the reading with short stories and graduall! move to longer and
more complex stories. $ivide the presentations into short eas! steps.
iii. Use familiar examples that are related to children"s experience when
teaching complex ideas.
Example: Compare their lives with those of the characters in the stories.
Teaching formal operational children ( 11 years old and above )
i. Continue to use concrete#operational teaching strategies and
materials.
Example: %se &$ objects, charts, diagrams, children's own experience to teach
complex ideas.
ii. Provide opportunit$ for children to explore alternative answers ans
develop h$pothesis.
iii. %ive opportunities to children to solve problems and provide reasons
scientificall$.
IMPLICATIONS OF VYGOTSKY THEORY TO
THE TEACHING AND LEARNING PROCESSES
Begin language development
with concrete experiences
E.g: (a) *ake the children
describe what the! have done
during the activities beforehand.
(b) Emphasis on unfamiliar
and difficult words. +ive them
explanation using simpler words.
!se "one of #roximal $evelopment in
teaching
- +ive support and motivation for the
children
%ssessment should be focused on the
"one of #roximal $evelopment
- give exercises or tasks of var!ing
difficulties to determine the level of which
to begin instruction.
&ncourage help from s'illed peers
- get the support and help from peers
who have alread! understood the skills.
(onitor and encourage children)s use
of private speech
- appl! ideas in self-talking to the
appropriate situation that needs a
solution.
*ive meaningful instructions
relate lessons to dail! experiences
reduce memori,ing
#rovide students with
opportunities to actively use
language
E.g: (a) *ake a fruitful
discussion between children in
group work.
(b) -ocus more on student-
centered learning.
!se instructional strategies
that accommodate
diversity
E.g: (a) .air the less
proficient child with their
bilingual peer.
(b) "tor! telling,
simulation, brainstorming,
and cooperative learning.
IMPLICATION
OF LANGUAGE
DEVELOPMENT
IN TEACHING
AND LEARNING
PROCESS