Najera, Ma. Jesieca S.

BSED-1D
Read the situations below.

1. It's Christmas and Uncle Bob is giving "aguinaldo" to the children.

Three-year-old Karen did not want to receive the one-hundred-peso bill and
instead preferred to receive four 20-peso bills. Her ten-year-old cousins
were telling her it's better to get the one hundred bills, but they failed to
convince her

2. Siblings, Tria, 10, Enzo, 8; and Riel, 4 were sorting out their stuffed
animals. They had 7 bears, 3 dogs, 2 cows and 1 dolphin. Their mom, a
psychology teacher, enters and says "Good thing you're sorting thone. Do
you have more stuffed animals or more bears? Tria and Enzo says, "stuffed
animals. Riel says "Bears.

3. While eating on her high chair, seven-month-old Liza accidentally

dropped her spoon on the floor. She saw mommy pick it up, Liza again
drops her new spoon, and she does this several times more on purpose.
Mommy didn't like it at all but Liza appeared to enjoy dropping the spoons
the whole time.

ANALYSIS:

1. On situation 1: Why do you think Karen prefer the 20-peso bills?

Karen prefer to receive the four 20-peso bills than one-hundred-
peso bill because she think that the value of four 20-peso bills are
larger than the one-hundred-peso bill. This shows centration in pre-
operational stage of cognitive development.

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 2. On situation 2: Why do you think Riel answered "Bears”? What does
this say about how she thought to answer the question?

Riel says bear because she thought that stuffed animals are
different from the bears, or the bears does not belong to stuffed
animals. This shows the symbolic function in pre-operational system
where Riel pretends to play with objects that only exists in her mind.

3. On situation 3: Why do you think baby Liza appeared to enjoy

dropping the spoons?
Baby Liza enjoyed dropping the spoons because she thinks
that whenever she drops it, her mother would always pick it up. This
shows the egocentrism; it is the tendency of the child to only see that
everyone will move according to her point of view.

Differentiate Piaget’s Cognitive Development to Vygotsky’

Zone of Proximal Development
Piaget's theory of cognitive development is a comprehensive
theory about the nature and development of human intelligence. The theory
deals with the nature of knowledge itself and how humans gradually come
to acquire, construct, and use it. Piaget's theory is mainly known as
a developmental stage theory. Piaget "was intrigued by the fact that
children of different ages made different kinds of mistakes while solving
problems". He also believed that children are not like "little adults" who may
know less; children just think and speak differently. By Piaget thinking that
children have great cognitive abilities, he came up with four different
cognitive development stages, which he put out into testing. Within those
four stages he managed to group them with different ages.
Each stage he realized how children managed to develop their
cognitive skills. For example, he believed that children experience the world
through actions, representing things with words, thinking logically, and
using reasoning. To Piaget, cognitive development was a progressive
reorganization of mental processes resulting from biological maturation and
environmental experience. He believed that children construct an
understanding of the world around them, experience discrepancies
between what they already know and what they discover in their
environment, then adjust their ideas accordingly. Moreover, Piaget claimed

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 that cognitive development is at the center of the human organism, and
language is contingent on knowledge and understanding acquired through
cognitive development.
While the definition for the zone of proximal development has been
expanded and modified. The zone of proximal development is an area of
learning that occurs when a person is assisted by a teacher or peer with a
higher skill set. The person learning the skill set cannot complete it without
the assistance of the teacher or peer. The teacher then helps the student
attain the skill the student is trying to master, until the teacher is no longer
needed for that task. Any function within the zone of proximal development
matures within a particular internal context that includes not only the
function's actual level but also how susceptible the child is to types of help,
the sequence in which these types of help are offered, the flexibility or
rigidity of previously formed stereotypes, how willing the child is to
collaborate, along with other factors. This context can impact the diagnosis
of a function's potential level of development.
Vygotsky stated that we can't just look at what students are capable
of doing on their own; we have to look at what they are capable of doing in
a social setting. In many cases students are able to complete a task within
a group before they are able to complete it on their own. He notes that the
teacher's job is to move the child's mind forward step-by-step (after all,
teachers can't teach complex chemical equations to first-graders). At the
same time, teachers can't teach all children equally; they must determine
which students are ready for which lessons. An example is the often-
used accelerated reading program in schools. Students are assessed and
given a reading level and a range. Books rated below their level are easy to
read, while books above their level challenge the student. Sometimes
students are not even allowed to check out books from the school library
that are outside their range. Vygotsky argued that a major shortcoming
of standardized tests is that they only measure what students are capable
of on their own, not in a group setting where their minds are being pushed
by other students.

Explain Binet’s concept of intelligence and Spearman’s G factor;

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 Binet’s concept of intelligence were based on his observation. He
realized that some children were able to answer more advanced questions
than older children were generally able to answer and vice versa. He then
suggested that the concept of mental age and measure of intelligence were
based on the average abilities of children in a certain age group. While the
general intelligence, or also known as g factor, refers to a general mental
ability that, according to Spearman, underlies multiple specific skills,
including verbal, spatial, numerical and mechanical. Spearman concluded
that there is a single g-factor which represents an individual’s general
intelligence across multiple abilities, and that a second factor, s, refers to
an individual’s specific ability in one particular area.

Give one (1) situation that shows Spearman’s G factor;

One situation that shows Spearman’s G factor is when Reina

had a verbal/oral examination which she passed. It means that a
person who does well on a verbal test would probably also do well on
other tests.

Share your own thoughts about the IQ testing.

IQ testing is a way which we can know the level of the learner’s

intelligence. It is also a way of determining how logical and smart of a
person’s mind.

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