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Children Cognitive Development and Teaching Guideline – Part III

Teaching the Concrete-Operational child:

A. Continue to use concrete props and visual aids, especially when dealing with sophisticated material.

  • Example: Use diagrams to illustrate hierarchical relationships such as branches of government and the agencies under each branch.

B. Continue to give children a chance to manipulate and test objects.

  •  Example: Have children make candles by dipping wicks in was, bake bread, set type by hand, or do other craft work that illustrates the daily occupations of people do (no computer, iPad or digital viewing).

C. Make sure presentation/lectures and readings are brief and well organized.

  • Example: break up lecture/presentation with a chance to practice the first steps before introducing the next step.

D. Use familiar examples to explain more complex ideas.

  •   Examples: Compare the children lives with those of characters in a story.

E. Give opportunities to classify and group objects and ideas on increasingly complex levels.

  •  Example:  compare the systems of the human body to other kinds of systems: the brain to a computers.  Break down stories/lessons into components from broad to the specific.

F. Present problems that require logical, analytical thinking.

  •  Example: Discuss open-ended questions that stimulate thinking.  Use mind twister, brain teasers and riddles.  If parents do not know the answers, then encourage the child to search for the answer together.

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