3.

1 EXPOSURE
Recalling characteristics of children in the different stages of cognitive development

TABLE 3.1 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stage Approximate Age Characteristics

Sensorimotor 0 – 2 years Begins to make use of imitation, memory, and
thought. Begins to recognize that objects do not
cease to exist when they are hidden. Moves from
reflex actions to goal-directed activity.
Pre-operational 2 – 7 years Gradually develops use of language and ability to
think in symbolic form.
Able to think operations through logically in one
direction.
Concrete- 7 – 11 years Able to solve concrete (hands on) problems in logical
Operational fashion.
Understand laws of conservation and is able to
classify and seriate.
Understands reversibility
Formal 11 to adult Able to solve abstract problems in logical fashion.
Operational Become more scientific in thinking.
Develops concerns about social issues, identity.

Grade Level Age Range Approximate Cognitive Stage

Preschool
Grade 1
Grade 2 - 4
Grade 5 - 6

 The primary level class you will be observing is approximately composed of concrete-
operational children as their ages range from 7 to 10 years
3.2 PARTICIPATION
Recognizing the instructional key events of a lesson in a primary level class.

TABLE 3.2 CLASSROOM OBSERVATION FORM

School: ____________________________________________________
Grade Observed: ____________________ Name of Teacher: ______________________________
Subject Area Observed: ____________________ Time: ___________ to __________ A.M./P.M.
Number of Students: _______________

Episode Time Key Event

Lesson ends
3.3 IDENTIFICATION
Recognizing the guidelines followed in teaching concrete-operational children

Teaching the Concrete Operational Child

Guidelines Episode Key Event(s) in the

Number Lesson Observed
1. Continue to use concrete props and visual aids.

2. Give the students a chance to manipulate and

objects.

3. Make sure presentations and readings are brief

and well-organized.

4. Use familiar examples to explain more complex

ideas.

5. Give opportunities to classify and group objects

and ideas on increasingly complex levels.

6. Present problems that require logical, analytical

thinking.
3.4 INTERNALIZATION
Inferring the application of the cognitive characteristics of children in teaching-learning
practices

 Were all the teaching guidelines for concrete-operational learners demonstrated in the
lesson observed? Why were clearly shown?

 Which guidelines were not shown at all?

 What could be the reason/s why the teacher, did not have the opportunity to observe the
guidelines for this stage?
3.5 DISSEMINATION
Exemplifying instructional strategies for teaching concrete operational children

Guidelines Examples of Teaching Techniques

1. Continue to use concrete props and visual a.
aids. b.
2. Give the students a chance to manipulate a.
and test objects. b.
3. Make sure presentation and readings are a.
brief and well-organized. b.
4. Use familiar examples to explain more a.
complex ideas. b.
5. Give opportunities to classify and group a.
objects and ideas on increasingly complex
b.
levels.
6. Present problems that require logical, a.
analytical thinking. b.