Q.2 Explain information process model with reference to cognitive development in elementary school.
Course: Elementary Education
Course Code 8623
Topic: Information Process Model with reference to Cognitive Development in Elementary School
AIOU Solved Assignment
Semester: Autumn/Spring
B.Ed/Bacherlors in Education /Masters in Education / PHD in Education
BEd / MEd / M Phil Education
ASSIGNMENT Course Code 8623
Course: Elementary Education
Answer:
Information Processing and Cognitive Development
Information processing as a general framework for understanding human cognitive growth has had enormous impact on the study of cognition and over the past decade it has been adopted by a growing number of developmental psychologists. Journals and books contain numerous articles about the development of information-processing skills in children, in sharp contrast to the recent past when such topics were only rarely mentioned.
It is emphasized that information processing, as a general perspective, has considerable potential for developmental work, and some relevant characteristics and implications of information processing is described.
Information processing was not influential in developmental psychology until the late 1960s and early 1970s. During this period two essentially independent events brought information processing to the forefront of developmental research. First, psychologists studying the development of attention and memory based their work, in part, on information-processing models derived from experimental psychology. Second, several psychologists from information-processing became interested in Piaget's description of children's understanding of concepts like transitivity and class inclusion. These psychologists proposed radically different interpretations of the phenomena, and their research sometimes produced findings that were hard to reconcile with Piaget's account of development.
The Information Processing model is another way of examining and understanding how children develop cognitively. This model, developed in the 1960's and 1970's, conceptualizes children's mental processes through the metaphor of a computer processing, encoding, storing, and decoding data.
By ages 2 to 5 years, most children have developed the skills to focus attention for extended periods, recognize previously encountered information, recall old information, and reconstruct it in the present. For example, a 4-year-old can remember what she did at Christmas and tell her friend about it when she returns to preschool after the holiday. Between the ages of 2 and 5, long-term memory also begins to form, which is why most people cannot remember anything in their childhood prior to age 2 or 3.
Part of long-term memory involves storing information about the sequence of events during familiar situations as "scripts". Scripts help children understand, interpret, and predict what will happen in future scenarios. For example, children understand that a visit to the grocery store involves a specific sequence of steps: Dad walks into the store, gets a grocery cart, selects items from the shelves, waits in the check-out line, pays for the groceries, and then loads them into the car. Children ages 2 through 5 also start to recognize that there are often multiple ways to solve a problem and can brainstorm different (though sometimes primitive) solutions.
Between the ages of 5 and 7, children learn how to focus and use their cognitive abilities for specific purposes. For example, children can learn to pay attention to and memorize lists of words or facts. This skill is obviously crucial for children starting school who need to learn new information, retain it and produce it for tests and other academic activities. Children this age have also developed a larger overall capacity to process information. This expanding information processing capacity allows young children to make connections between old and new information. For example, children can use their knowledge of the alphabet and letter sounds (phonics) to start sounding out and reading words.
During this age, children's knowledge base also continues to grow and become better organized.Metacognition, "the ability to think about thinking", is another important cognitive skill that develops during early childhood. Between ages 2 and 5 years, young children realize that they use their brains to think. However, their understanding of how a brain works is rather simplistic; a brain is a simply a container (much like a toy box) where thoughts and memories are stored. By ages 5 to 7 years, children realize they can actively control their brains, and influence their ability to process and to accomplish mental tasks.
As a result, school-age children start to develop and choose specific strategies for approaching a given learning task, monitor their comprehension of information, and evaluate their progress toward completing a learning task.
For example, first graders learn to use a number line (or counting on their fingers) when they realize that they forgot the answer to an addition or subtraction problem. Similarly, children who are learning to read can start to identify words (i.e., "sight words") that cannot be sounded out using phonics (e.g, connecting sounds with letters), and must be memorized.
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