EDU302 Fieldwork Packet

Due Dates:

Activity 1 – Week 2




ENTIRE PACKET SUBMITTED AS ONE FILE TO

LIVETEXT – TUESDAY OF WEEK 8

Fieldwork Packet

Author:

Dr. Rachel Timmons

School of Education Professor

California Baptist University

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EDU 302 Fieldwork Activities: California Baptist University School of Education.

General Overview and Procedures

1. The fieldwork experience in EDU 302 is designed to give teacher candidates exposure to social, emotional, cognitive,

and physical development in children and opportunities to observe theoretically based instructional practices in a

diverse school population. Candidates are required to make observations of three hours each in three different

levels and types of classrooms (i.e., K-5, 6-8, 9-12) for a total of 9 hours.

2. Of the 9 hours, six must be interactive hours. This means you are working directly with students, not just observing

them. Two interactive hours should be at the elementary level, two interactive hours should be at the middle school

level, and two interactive hours should be at the high school level.

3. Each candidate will compile the observation reports and fieldwork activities into ONE WORD DOUCMENT OR PDF

FILE to be uploaded into a LiveText portfolio. Purchasing the LiveText portfolio subscription is required for this

course. There are no exceptions to this requirement. Everyone is expected to have a LiveText subscription and to

upload fieldwork documents to this portfolio during week 8 of the course.

4. At least one or more hours at the elementary and one or more hours at the secondary level must include classrooms

with English language learners and special education students.

5. All observation hours must be verified on the log of hours and a satisfactory report of performance must be

submitted on the fieldwork evaluation forms.

6. This fieldwork is usually done in a public school. However, a candidate can choose to do one half (but not more than

one half) of the fieldwork in a private WASC or ACSI accredited school.

Log of Observation Hours Form: Candidates are to have their observation hours verified on the CBU Observation Log

form by the Field Supervisor. Three hours in each of the three grade levels mentioned above for a total of 9 hours of

observation is required.

Evaluation Form: Candidates are to have the Field Supervisors complete the CBU Field Supervisor Evaluation of Teacher

Candidate form. One evaluation form completed by the Field Supervisor at each of the levels of observation is

required. By the time the 9 hours are completed, you should have an evaluation form from an elementary, middle, and

high school field supervisor/classroom teacher.

Observation and Activity Forms: Observation Forms for Gathering Student Data should be filled out while you are

observing in the classroom or shortly afterward while your memory is fresh. The observation notes do not need to be

typed. However, all three activity reports based on the observations must be completed and typed according to the

instructions provided.

Final Submission of Fieldwork: The observation forms and fieldwork activities will be submitted in the assignment areas

indicated throughout Blackboard and in LiveText. The Log and Evaluation forms will be scanned into a PDF document

and also attached in the EDU 302 section of your portfolio in Live Text as the Critical Assignment.

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PROFESSIONAL BEHAVIOR Please remember that this fieldwork is part of your professional preparation and provides a wide range of educational

experiences among different age groups. It is important to keep professional behavior in mind as you begin your

fieldwork.

The list below includes several points to keep in mind:

1. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism. Use only the

bathrooms for adults/teachers …not those for students.

2. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).

3. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have no legal

covering beyond classroom observations.

4. Be your BEST! Negative memories linger! You may be interviewing for a job in the future with the same

professional educators you work with during this fieldwork experience.

Fieldwork Activity Information and Forms

Fieldwork Background Information:

Readings: You will be looking for information concerning student development in each of the three observation levels

(i.e., K-5, 6-8, 9-12). In order to be fully prepared please read the following EDU 302 text chapters (or other relevant

sources if you are a transfer student) and complete the Pre-Observation section of your activity forms prior to your

observations for each development area.

• Cognitive Development (Chapter 2 of text)

• Self, Social, Moral Development (Chapter 3 of text)

• Learning Theory and Motivation Theory (Chapters 6-11 of text)

Activities: There are 4 steps to each fieldwork activity in this packet. Read the directions carefully and use the forms

below to guide your responses. Where there is no form just type as a regular document.

Forms: The forms will help guide your Pre-observation preparation and your tasks During Observation and Post-

observation. The key is to take extensive notes during the observation so that you can use the information you have

gathered to complete the post-observation activities.

TPEs: The full TPE document will be posted in Blackboard (or can be downloaded from the CA Ed. www site). The TPEs

noted in the fieldwork activities are included in this packet. Please read them fully prior to your observation. As you are

writing about your observation notes include specific elements of the TPE that are appropriate for the information

needed for completing your fieldwork tasks.

Development Chart: Use the human development chart at the end of this document to help guide your thinking

concerning development in all of the areas considered in this fieldwork packet.

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CBU Log of Teacher Candidate Fieldwork Experience EDU 302

Candidate Name Course #:______________________________

Date of

Observation

Time In/Time Out

and Total Time

School and District Grade Level

K-12; Sp Ed

Teacher’s Printed Name and

Signature

SAMPLE

1/02/04

9:00 -

11:15 a.m.

2 . 25 Joyful Elementary, Perfect USD 2nd Mary Jones Mary

Jones

Total Hours for this Page: Total hours_________________ Total Minutes____________

CBU Candidate Signature of Verification __________________________________________________

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Candidate (printed name) _______________________________________________________________

Last First Middle

Field Supervisor Evaluation of Teacher Candidate

The CBU Teacher Preparation program is designed to provide a developmental sequence of fieldwork experiences. Fieldwork at this

pre-credential program level consists of a rigorous series of observation /activity experiences where the focus is on developing a

cognitive understanding the relationship between theory and practice (i.e., developmental nature of learners, diverse student

populations, instructional practices, and professional behaviors). During the time in your classroom, the candidate will be

responsible for completing the range of observation activities laid out in the fieldwork packet as well as others you may be able to

provide. We need your help in evaluating the candidate during this time. Your feedback will be combined with other data sources to

determine the candidate’s readiness to move into a credential program. If at any time you have questions or concerns, please call

Professor at___________ . Thank you in advance for your support of our candidate.

Name of Candidate_________________________________________

The candidate is notifying you that:

____ I waived my right to view the content of this review (please return in sealed envelope)

____ I DO NOT waive my right to view the content of this review

Please use the following scale to evaluate the candidate:

4 – Exhibited the skills, knowledge and abilities consistent with entering a credential program

3 – Is ready for credential program responsibilities but should be carefully monitored during the first few weeks

2 - Needs additional fieldwork and mentoring before entering into a rigorous credential program

1 – Not observed/ or no basis for judgment.

1. Demonstrates an appropriate relational tone in speech toward students on campus 1 2 3 4

2. Candidate is attentive and engaged in the fieldwork observation 1 2 3 4

3. Candidate follows classroom norms and school rules 1 2 3 4

4. Candidate demonstrated the ability to be flexible and adjust to school environment 1 2 3 4

5. Candidate used language accurately so that communications were clear and concise 1 2 3 4

6. Listened attentively and demonstrated an understanding of what s/he heard 1 2 3 4

7. Demonstrated appropriate personality traits associated with the teaching profession 1 2 3 4

8. Candidate’s verbal and nonverbal actions show respect for all learners 1 2 3 4

9. Candidate actively sought out opportunities to inquire about my professional experience 1 2 3 4

10. Demonstrated the characteristics of a professional in dress and timeliness 1 2 3 4

Additional Comments:

Evaluator Name________________________________ Evaluator Signature: __________________________________

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School Name:__________________________________ School Address:______________________________________

Content Area(s) Observed: _______________________ Grade Level:_____________________ ____________________

Activity #1: Cognitive Development

Activity #1: Cognitive Development

NOTE: Read the list of developmentally appropriate practices on the last page of the Activity #1 materials below

under the green heading. Apply the information to your answers and observation reports for Activity 1.

Step 1: Pre-Observation: Define Cognitive Development in no more than one paragraph prior to the observation. Read

the text chapters that apply to Cognitive Development and view posted videos, podcasts, and/or weblinks.

Cognitive Development: Write (type) your definition here. Include sufficient detail to make your definition complete

and comprehensive. Also use appropriate headings to guide reader.

Step 2: During Observation: Informally, identify a student to observe closely. Record accurate and extensive/

descriptive notes on this student using the Observation Form for Gathering Student Data (final page in this packet).

Table for Activity #1: Cognitive Development

Step 3: Post Observation: Review your observation notes and record your findings in the Table for Activity #1:

Cognitive Development below. Provide clear and complete answers to each question. The table will expand to

accommodate your findings. Be sure to explain how or why the observation you identified is related to the concept

to which you are linking the observation.

After observation review notes and

select and list only the five most

important and relevant things you

observed. Explain why you selected

each point.

What sources (i.e., Observation,

Teacher, Student work samples, Other)

did you use during observation to

gather information? Supply a source for

each point you listed in first column.

How does your information match with

Piaget, Vygotsky, Erickson/other or

brain research? Identify and link the

theory and your findings concerning

cognitive development.

1. 1. Source for point #1(etc.) Theory/theorist

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2.

2.

3.

3.

4.

4.

5.

5.

Step 4: Post Observation: Review your observation notes and for Activity #1: Cognitive Development. Read TPE

6: Developmentally Appropriate Practices below. What did you learn about teaching/learning from this observation

concerning the elements of developmentally appropriate practices?

Developmentally Appropriate Learning Practices: Explain your learning (1-2 Pages) You do not need to respond to all of

the points in the guide but be sure you have included a comprehensive response. Use appropriate headings to make your

response clear and link directly to specific sections of the descriptions for developmentally appropriate learning practices.

Descriptors for Developmentally Appropriate Practices – For Activity #1

Descriptors for Developmentally Appropriate Practices in Grades K-3

Instructional activities connect with the children’s immediate world; draw on key content from more than one subject area; and

include hands-on experiences and manipulatives that help students learn. Teach and model norms of social interactions (e.g.,

consideration, cooperation, responsibility, empathy). Understand that some children hold naïve understandings of the world around

them. Provide educational experiences that help students develop more realistic expectations and understandings of their

environment. Make special plans for students who require extra help in exercising self-control among their peers or who have

exceptional needs or abilities.

Descriptors for Developmentally Appropriate Practices in Grades 4-8

During teaching assignments in Grades 4-8, candidates for a teaching credential build on students’ command of basic skills and

understandings while providing intensive support for students who lack basic skills as defined in state-adopted academic content

standards for students. Teach from grade-level texts. Design learning activities to extend students’ concrete thinking and foster

abstract reasoning and problem-solving skills. Help students develop learning strategies to cope with increasingly challenging

academic curriculum. Assist students, as needed, in developing and practicing strategies for managing time and completing

assignments. Develop students’ skills for working in groups to maximize learning. Build on peer relationships and support students

in trying new roles and responsibilities in the classroom. Support students' taking of intellectual risks such as sharing ideas that may

include errors. Distinguish between misbehavior and over-enthusiasm, and they respond appropriately to students who are testing

limits and students who alternatively assume and reject responsibility.

Descriptors for Developmentally Appropriate Practices in Grades 9-12

Establish intellectually challenging academic expectations and provide opportunities for students to develop advanced thinking and

problem-solving skills. Frequently communicate course goals, requirements, and grading criteria to students and families. Help

students to understand connections between the curriculum and life beyond high school, and they communicate the consequences

of academic choices in terms of future career, school and life options. Support students in assuming increasing responsibility for

learning, and encourage behaviors important for work such as being on time and completing assignments. Understand adolescence

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as a period of intense social peer pressure to conform, and they support signs of students’ individuality while being sensitive to what

being "different” means for high school students.

Activity #2: Self, Social, and Moral Development

Activity #2: Self, Social, and Moral Development

Step 1: Pre-Observation: Define self, social and moral development in no more than one paragraph for each type of

development (i.e., self, social and moral development) prior to the observation. Read the text chapters that apply to self,

social and moral development and view posted videos, podcasts, and/or weblinks.

Self, Social and Moral Development: Write (type) your definitions here. Include sufficient detail to make your definition

complete and comprehensive.

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Step 2: During Observation: Informally, identify a student to observe closely. Record accurate and extensive/

descriptive notes on this student using the Observation Form for Gathering Student Data (final page in this packet).

Table for Activity #2: Self, Social and Moral Development

Step 3: Post-Observation: Review your observation notes and record your findings in the Table for Activity #2: Self,

Social and Moral Development below. Provide clear and complete answers to each question. The table will expand to






observed.





gather information?


Erikson Self- Efficacy , Self- Esteem theories

1. 1. Source for point #1(etc.) How does this information relate to the

theory?

2. 2.

3. 3.

4. 4.

5. 5.

TPE 8 - Learning About Students

Step 4: Post-Observation: Review your observation notes and for Activity #2: Self, Social, and Moral Development.

Read TPE 8: Learning About Students. Connect the observation to the elements listed in TPE 8. What did you know

about how to learn about students from this observation? Discuss components best represented in your observation.

TPE 8: Learning About Students (1-2 Pages)

These points will adjust to accommodate your input. You do not need to respond to all of the points in TPE 8 but be sure you have

included a comprehensive response.

• Candidates for a Teaching Credential draw upon an understanding of patterns of child and adolescent development to

understand their students.

• Using formal and informal methods, they assess students’ prior mastery of academic language abilities, content knowledge,

and skills, and maximize learning opportunities for all students.

• Through interpersonal interactions, they learn about students’ abilities, ideas, interests and aspirations.

• They encourage parents to become involved and support their efforts to improve student learning.

• They understand how multiple factors, including gender and health, can influence students’ behavior, and understand the

connections between students’ health and their ability to learn.

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• Based on assessment data, classroom observation, reflection and consultation, they identify students needing specialized

instruction, including students whose physical disabilities, learning disabilities, or health status require instructional

adaptations, and students who are gifted.

Activity #3: Learning and Motivation Theory

Step 1: Pre-Observation: Define each learning theory in one-two paragraphs for each type of development (i.e., self,

social and moral development) prior to the observation. Read the text chapters that apply to self, social and moral

development and view posted videos, podcasts, and/or weblinks.

Learning /Motivation Theories: Define/describe the following. Include sufficient detail to make your definitions

complete and comprehensive.

1. Behavioral Theory

2. Cognitive Theory –( Information Processing)

3. Constructivist theory (both Piaget and Vygotsky views)

4. Social Cognitive Learning theory

5. Motivation Theory: (i.e., TARGET, Goal Orientation, Weiner, Maslow, Positive/Negative Reinforcement)

Step 2: During Observation: Record accurate and extensive/ descriptive notes on the Observation Form for Gathering

Student Data (final page in this packet) on the class focus student(s) you have informally selected to observe during the

observation session. Complete at least one Observation Form for each hour of observation (more is usually better).

Table for Activity #3: Learning Theory

Step 3: Post-Observation: Review your observation notes and record your findings in the Table for Activity #3:

Learning Theory below. Provide clear and complete answers to each question. The table will expand to






observed.




gather information?


behavioral, information processing,

social cognitive theories?

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1. 1. Source for point #1(etc.) How does this information relate to

theory? Describe for each point.

2. 2.

3. 3.

4. 4.

5. 5.

Table for Activity #3: Motivation Theory and Student Engagement

Step 3: Post Observation: Review your observation notes and record your findings in the Table for Activity #3:

Motivation Theory below. Provide clear and complete answers to each question. The table will expand to






observed.




gather information?


motivation theory?

1. 1. Source for point #1(etc.) How does this information relate

to the theory?

2. 2.

3. 3.

4. 4.

5. 5.

TPE 5: Student Engagement

Step 4: Post-Observation: Review your observation notes and for Activity #3: Learning and Motivation Theory. Read

TPE 5- Student Engagement: Connect the observation to the elements listed in TPE 5. What did you learn about

teaching/learning/motivation from this observation? Discuss components best represented in your observation

experience.

Observation Report for TPE 5: Student Engagement

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TPE 5: Student Engagement (1-2 pages)

These points bulleted below will adjust to accommodate your input. You do not need to respond to all of the points in TPE 5 but

be sure you have included a comprehensive response.

• Candidates for Teaching Credentials clearly communicate instructional objectives to students. • They ensure the active and equitable participation of all students. • They ensure that students understand what they are to do during instruction and monitor student progress toward academic

goals. • If students are struggling and off-task, candidates examine why and use strategies to re-engage them. • Candidates encourage students to share and examine points of view during lessons. • They use community resources, student experiences and applied learning activities to make instruction relevant. • They extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas. • Candidates teach students to respond to and frame meaningful questions.

Observation Form for Gathering Student Data

Make additional copies and/or use additional paper as needed

Grade Level/Age_________ Date_________________________________

Teacher____________ School ________________________________

Select a focus student and record your observations in the in the following areas. Complete one Observation Form for each hour

of observation. Select a different focus student for each hour of observation so that you have plenty of descriptive notes and

data.

Lesson content and instructional goal/objective/standard of lesson?

Linguistic background of focus student? (What evidence do you have?)

Academic/content language understood by student?

Student interests? (Based on what evidence?

Student preferred learning styles noted? (Evidence?)

Learning environment (ex. emotional, health, peer interactions)?

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SES general level of student/class? (Provide evidence ex. school web site)

Instructional and Assessment strategies observed? (Continue on back of this page and additional paper as needed)

Activity 4: Report Form for Six Interactive Hours

Complete this report after each interactive activity.

(Report not needed for each hour as activities may be longer than an hour)

Name_______________________________ Grade Level/Age_________ Date_______________

Teacher_____________________________ District/ School ________________________________

NOTE: To be done on computer: This form will expand to accommodate your input as you type.

Describe your student(s) using the same type of descriptors in the Data Gathering Form.

How did you interact with students?

What did the students do during this interactive time?

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Write a 1-2 page reflection concerning your learning after completing the six hours of interactive time with students.

Link your learning to one or more TPEs.

Growth Learning and Development Chart

From Woolfolk Text Resources

Early Childhood

(2 – 6 years)

Middle Childhood

(6-10 years)

Early Adolescence

(10-14 years)

Late Adolescence

(14-18 years)

Physical

Development

(What changes take

place? What are the

key biological

developments?)

Taller, Leaner, Motor

development is growing.

Children begin needing

less assistance with

physical tasks.

Running, skipping, jumping

being incorporated into

movement. Hand-eye

coordination is developing

along with coordination in

general.

Fine motor skills

improve

Gross motor skills

improve because they

are taller, leaner, and

stronger

� steady

development

� lots of variation

among children

Puberty, Growth Spurt,

Weight Changes,

Development of Primary

Sex Characteristics,

Voice, Hormones

puberty (both early and

late adolescence)

-Growth in child

� some becoming fully

developed physical

and mentally

� puberty (both early

and late

adolescence)

Cognitive

� Piaget’s

Piaget Concrete � Thought is more

abstract, idealistic,

and logical

� Piaget’s Formal

Operational Stage:

Logical reasoning

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Early Childhood

(2 – 6 years)

Middle Childhood

(6-10 years)

Early Adolescence

(10-14 years)

Late Adolescence

(14-18 years)

Development

(Stages associated

with age? Key

abilities gained?

What do the

theorists say about

this age?)

Preoperational Stage:

Schemes represent

objects beyond child’s

view but reason

logically

� Struggle with

conservation and

categorization

� 1-way logic� can’t

tell reverse order

� Egocentric

� Pre-Operational

thinkers (Piaget).

Thinking in concrete

terms.

� Hypothetical thinking

is hard.

� Parents are the main

source of cultural

information

(Vygotsky).

operational (7-11)

� Hands-on thinking

� Understand

conservation and

reverse order

� Hands on thinking

� Conservation

� Reversibility

� Classification

Vygotsky

� Entering school,

being exposed to a

new culture

� Do not need

concrete props

� Piaget’s Concrete

Operational Stage

spills over to this

category: Adult-like

logic but limited to

reasoning about

concrete reality.

� More in-depth

hands-on thinking.

� Piaget’s Formal

Operational Stage:

Logical reasoning

applied to abstract

thinking.

� Hypothetical-

deductive

reasoning begins to

emerge

� Scientific reasoning

starts to develop

applied to abstract

thinking.

� Hypothetical-

deductive reasoning

� Scientific reasoning

to a greater extent.

Identity

Development

(Self-esteem?

Stages? Theorists?

Industry vs. Inferiority.

These children are similar

with regards to self

esteem. Self concept is

based on exterior

attributes (ex. A girl is a girl

because she has long hair).

Beginning to want to do

things by themselves. If a

child is told they cannot do

things by themselves or

not allowed to make their

own mistakes, they lack

self autonomy and

independence.

No difference in self

esteem between girls

and boys at this age.

Erickson industry vs.

inferiority

• Learn new skills

but risk feelings of

incompetence

Gilligan transitioning

from stage 1 to stage 2

Same gender

relationships with some

experimentation with

relationships with the

opposite gender

Girls: Drop in self

esteem

Boys: Gain in self

esteem

(as they enter high

school)

Selman Social

Perspective Taking:

Level 3

( later stages of

Erikson)

- identity Vs role

confusion

Piaget

- Mostly concrete

operational

some in formal

operational

(depend on

development)

Some may be in the

egocentric stage

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Early Childhood

(2 – 6 years)

Middle Childhood

(6-10 years)

Early Adolescence

(10-14 years)

Late Adolescence

(14-18 years)

Emotional/Social

Development

(Stages & theorists?

Critical things to

know about age

range)

Brofenbrenner says this

age is learning mostly from

their macro system. They

still have same sex

friendships and tend to be

friends that live close to

them or are the same

age/race/sex/interests.

Increased ability to talk

about/understand

emotions.

*Starting to interact with

peers

*Able to talk about their

emotions and understand

the concept of emotion

*Learn to get along with

others

*Become more

autonomous

Reflecting on

emotions. Controlling

and managing

emotions to meet

social standards.

Creating more social

relationships. Friends

are still made up of

those with similarities.

Emotional/Social

Development

� Erikson- Industry

vs. Inferiority

� (deals with

demands to learn

new skills- school

= important)

� In childhood focus

of self-esteem is

on learning what

one can and can’t

do.

� Person perception:

Recognize

psychological

qualities but zero

in on concrete

features

� Vygotsky

� Emergence of

sexual interests

either same sex or

heterosexual

� Occasional

challenge of

authority

� Academic problems

begin

� Seek out peers that

are the same as

themselves

Emotions become more

internalized. They are

able to suppress or

conceal negative

emotions. They

understand that they

can have more than one

emotion at the same

time. Begin expanding

social relationships but

may develop cliques

Times of emotional

turmoil. Really high highs

and really low lows. May

experience a wide range

of emotions in one day.

Become aware of

emotional cycles and

ways to prevent/deal

with these cycles. Cliques

and groups forming.

More emphasis on

intimacy and more

romantic relationships.

Moral

Development

(Stages & theorists?

Critical things to

know about age

range)

Kohlberg Level 1 Stage 1

Moral realism- rules simply

exist

Rules are absolute and

cannot be changed

Kohlberg Level 1 Stage

2

Personal gain/

Exchange of favors

• Kohlberg- stages 2

and 3 (Personal

� Understanding that

rules and

conventions help

society run more

smoothly

� Increasing concern

about doing one’s

duty and abiding by

rules of society

rather than simply

pleasing certain

adults

Kohlberg Stage 4

Law & Order

Kohlberg

- level 1 and 2;

could be

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Early Childhood

(2 – 6 years)

Middle Childhood

(6-10 years)

Early Adolescence

(10-14 years)

Late Adolescence

(14-18 years)

Punishment according to

damage done instead of

intentions or

circumstances

*They are at the end of

Erikson's autonomy vs.

shame and doubt stage

and beginning the

initiative vs. guilt stage

*They are in Kohlberg’s

pre-conventional stage:

Avoiding punishment and

use personal gain from

exchange of favors

*Gilligan: They start to use

internal standards for

moral development

Reward

Orientation) (Good

boy nice girl

orientation)

� Gilligan

� Walker

� Garrod- there are

no differences

between moral

reasoning of boys

and girls in 1st

and

3rd

grade.

� By age 6 most

children have

mastered the basis

of their native

language.

� Average 6-year-old

has 8,000 to

14,000 words-

grows to 40,000 by

11 years old.

� Learn alphabetic

and phonemic

awareness

� Categorizing

vocabulary

� Starting to

understand/use

complete

grammar

(reading/writing)

� Genuine empathy

for those in distress

� Belief that society

has an obligation to

help others in need

� Explore moral

issues in social

studies, science and

lit.

� Encourage

community service

� Assign

autobiographies

and lit with heroic

figures.

entering early

stages of level 3

(depends on students

social and economical

status)

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Early Childhood

(2 – 6 years)

Middle Childhood

(6-10 years)

Early Adolescence

(10-14 years)

Late Adolescence

(14-18 years)

Language

Development

8,000 – 14,000 words

Difficulty understanding

complex sentences

Over-dependent on word

order and context

*Language develops

*They gradually become

sensitive to sounds of

spoken words

Increased

understanding of

temporal words

Confusion when using

“the” and “a”

Trouble with irregular

word forms

Mastery of

pronunciation

50,000 words

Understand complex,

multi-clause sentences

Lengthy conversations

about abstract topics

� Learn vocab.

related to subjects

� Refinement in

syntax

� Understand

connectives

(however,

therefore, etc.)

� Start to understand

figurative language-

metaphors,

proverbs…

� Recognize between

similar abstract

words (weather v

climate)

� Discover underlying

meanings in poetry

and fiction

80,000 words

Acquisition of many

vocab. words

Mastery of connectives

Understand figurative

language

Piaget vs. Vygotsky

- relationship to social

speech

- relationship to

environment

contexts

Documents

EDU302 Fieldwork Packet