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Sensorimotor Stage: Begins at birth to approximately age 2. The sensorimotor stage is the stage that beings at birth and is defined as the stage where children cannot think about things that are not immediately in front of them, and so they focus on what they are doing and seeing at the moment.

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Sensorimotor Stage: Begins at birth to approximately age 2. The sensorimotor stage is the stage that beings at birth and is defined as the stage where children cannot think about things that are not immediately in front of them, and so they focus on what they are doing and seeing at the moment.

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Real world example: when a child may suck his or her thumb by accident and then later intentionally repeat the action. These actions are repeated because the infant finds them pleasurable. This involves an infant coordinating sensation and new schemas.
Learning Activity: This activity includes shakers and movers in order to encourage response to sounds and improve motor skills. In this activity, the teacher would introduce the shakers to and place all the shaker containers on a low shelf. Once this happens, the teacher will then encourage the children to explore the shakers on their own or independently, in order to listen to the different sounds and sense the different weights. The teacher will help the toddlers notice that one of the containers is empty, thus there being no sound or weight, and that the container that makes the sounds is much heavier.

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The Preoperational stage begins around 2 years old as children begin to talk and this lasts to about 7 years of age.  

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The Preoperational stage begins around 2 years old as children begin to talk and this lasts to about 7 years of age.  

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Real-world example:
The preoperational stage in the classroom is that children begin to play and pretend with objects of one and pretend that it is something different. Like, they use a broom as a horse and play cowboys or, taking a cardboard box and pretending it's a ship.

Learning Activity:
The way to incorporate this concept in the classroom is when you are teaching a certain topic, tie in props and visuals for the students. This also helps for children who are visual learners!

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The concrete operations stage usually begins at age 7 and end near age 11. This stage is when a child can preform a variety of operations and thoughts by using concrete concepts. 

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The concrete operations stage usually begins at age 7 and end near age 11. This stage is when a child can preform a variety of operations and thoughts by using concrete concepts. 

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Real world example:
A real world example is a child may have to share a drink with a sibling or friend and may think they have less than the other but are starting to see that dividing it will make it equal and fair.
Application example:
I would use hands-on activities and visual examples for students to understand that one thing can be divided into two and still equal the original. I would also have the students try it for themselves to interact and understand by building there strength in this concept.

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Formal Operational Stage: Typically surfaces around ages 11 or 12. During this stage many essential capabilities for reading, science, and math emerge. 

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Formal Operational Stage: Typically surfaces around ages 11 or 12. During this stage many essential capabilities for reading, science, and math emerge. 

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Real world example:
Children at this stage, form the ability to draw conclusions and think about situations in their heads without actually seeing them. For instance, if you ask a 7 and 12 year old this question, "If Aaron is taller than Johnny and Johnny is taller than David, who is the tallest?" The 7 year old might draw a picture to help them understand the problem, but a child in the formal operations stage can think about the situation in their head and draw conclusions based on that thinking.
Learning Activity/Application:
Teachers can incorporate this cognitive development stage into their classroom by constantly encouraging and challenging their students to be curious and think about situations with an open mind. For example, during tests, instead of just asking questions that rely on memory, perhaps ask an essay question that tells students to discuss or justify two different positions on an issue.

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Assimilation: The process of dealing with an object or event an object or event in a way that is consistent with and existing scheme.

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Assimilation: The process of dealing with an object or event an object or event in a way that is consistent with and existing scheme.

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Real world example:
A child can learn a new type of math for example, multiplication but, they make a few mistakes along the way of processing it.

Application example:
Create math problems that the students currently understand then add on difficult/challenging equations to adapt their mind to the new math they have just learned.

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Accommodation is adapting current schemas to incorporate new information.

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Accommodation is adapting current schemas to incorporate new information.

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Real world example: A child can more easily incorporate mixed numbers into their existing understanding of fractions.

Application example:
Having students complete a warm-up that consists of information they have already learned before asking them to learn a new but related concept.

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Equilibration: The state of being able to approach new information and connect it to the existing knowledge someone already has.

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Equilibration: The state of being able to approach new information and connect it to the existing knowledge someone already has.

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Real world example: A child may have a best friend whom they love because they are kind. They develop a schema that all people are going to be kind all the time. The student experiences a mean comment from another child. This then connects new information to how others will treat them.

Application example:
Teaching kids to adapt to the concept that not everyone is always going to be nice like their best friend creates the understanding that not everyone is the same as their best friend.

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Role of Diversity:The developmental adaptations of learning and understanding between individuals influenced by environmental and cultural factors.

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Role of Diversity:The developmental adaptations of learning and understanding between individuals influenced by environmental and cultural factors.

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Real world example: A student that moves to a state with a cold temperature is not adjusted to the new environment. They experience winter for the first time have to adjust to the type of weather by learning from their peers.

Application example: Allow the students to share their experience with the winter allow a better understanding for the new students experience. The students can then learn how to adapt from others experiences.

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https://padlet.com/madichan03/q2p8qiybzme5