Վիքիպեդիա

«Մասնակից:Saten Sargsyan/Ավազարկղ»–ի խմբագրումների տարբերություն

Դիտել պատմությունը
← Նախորդ տարբՀաջորդ տարբ →
Content deleted Content added
ՎիզուալԵլատեքստ
No edit summary
No edit summary
Տող 23.
* Սոցիալական, այն է երեխայի հաղորդակցական հմտությունների զարգացումը, երբ երեխան ընկալում է իր իրավունքներն ու պարտականությունները իբրև ընտանիքի և համայնքի անդամ, ինչպես նաև կարողանում է շփվել և աշխատել մյուսների հետ։
* Հուզական, այն է երբ երեխան ձևավորում է հուզական կապեր և դառնում է ինքնավստահ։ Հուզական կապերն առաջանում են, երբ երեխան շփվում է մյուսների հետ և կիսում իր հույզերը։
* Լեզվական, այն է երբ երեխան հաղորդակցվում է, ցույց է տալիս զգացմունքները և հույզերը։ Երեք ամսականում երեխաները տարբեր ձայներ են կիրառում տարբեր պահանջների համար։ Վեց ամսականում նրանք կարողանում են ճանաչել և նմանակել խոսվող լեզվի հիմնական հնչյունները։ Կյանքի առաջին երեք տարիներին երեխաների համար պետք է ստեղծել հաղորդակցման հնարավորություն, որպեսզի խոսել սովորեն։ Լեզվի զարգացումը չափվում է բառապաշարի յուրացման արագությամբ։
* Լեզվական, այն է երբ երեխան հաղորդակցվում է, ցույց է տալիս զգացմունքները և հույզերը։
* Իմացական հմտություններ, այն է ինչպես է երեխան կարգավորում ստացված տեղեկատվությունը։ Իմացական հմտությունները ներառում են խնդիրների լուծում, ստեղծարարություն, երևակայություն և հիշողություն։
 
===== Վիգոտսկու սոցիալ-մշակութային տեսությունը =====
Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices. In Vygotsky's theories of learning, he also postulated the theory of the zone of proximal development. This theory ties in with children building off prior knowledge and gaining new knowledge related to skills they already have. In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. A teacher or older friend lends support to a child learning a skill, be it building a block castle, tying a shoe, or writing one's name. As the child becomes more capable of the steps of the activity, the adult or older child withdraws supports gradually, until the child is competent completing the process on his/her own. This is done within that activity's zone—the distance between where the child is, and where he potentially will be. In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range. They build on the skills by being guided by teachers and parents. They must build from where they are in their zone of proximal development.
 
Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world. People such as parents, grandparents, and teachers play the roles of what Vygotsky described as knowledgeable and competent adults. Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a resditional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning. Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students’ needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.
 
However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning. Vygotsky's approach encourages guided participation and student exploration with support. Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.
The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery. Jean Jacques Rousseau recommended that teachers should exploit individual children's interests in order to make sure each child obtains the information most essential to his personal and individual development. The five developmental domains of childhood development include: To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.
Maslow's Hierarchy of Needs
 
* Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills
* Social: the way in which a child interacts with others Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.
* Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.
* Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.
* Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory. They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.
 
== Արտաքին հղումներ ==
Ստացված է «https://hy.wikipedia.org/wiki/Մասնակից:Saten_Sargsyan/Ավազարկղ» էջից