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Reading 2: Module 4: Methods of Teaching English To Young Learners (Primary Level)

This document discusses Piaget's stages of cognitive development and their implications for teaching different age groups. It outlines the four stages - sensorimotor, preoperational, concrete operational, and formal operational - and describes their key characteristics. Tasks included matching the stages with age ranges and abilities, and linking the stages to appropriate teaching approaches. The stages progress from learning through the senses and manipulating objects in infancy, to using language and imagination in early childhood, logical and classification-based thinking in middle childhood, and abstract reasoning in adolescence.

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Nguyễn Ngọc Nhung
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73 views4 pages

Reading 2: Module 4: Methods of Teaching English To Young Learners (Primary Level)

This document discusses Piaget's stages of cognitive development and their implications for teaching different age groups. It outlines the four stages - sensorimotor, preoperational, concrete operational, and formal operational - and describes their key characteristics. Tasks included matching the stages with age ranges and abilities, and linking the stages to appropriate teaching approaches. The stages progress from learning through the senses and manipulating objects in infancy, to using language and imagination in early childhood, logical and classification-based thinking in middle childhood, and abstract reasoning in adolescence.

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Nguyễn Ngọc Nhung
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MODULE 4: METHODS OF TEACHING ENGLISH TO YOUNG LEARNERS (Primary Level)

WRITTEN BY PHAM THI THANH THUY 1, Med.

READING 2
Read the passage below and do the tasks that follow

PIAGET'S COGNITIVE STAGES

Stage Characterised by

Sensori-motor Differentiates self from objects


(Birth-2 yrs)
Recognises self as agent of action and begins to act intentionally: e.g.
pulls a string to set mobile in motion or shakes a rattle to make a noise

Achieves object permanence: realises that things continue to exist even


when no longer present to the sense (pace Bishop Berkeley)

Pre-operational Learns to use language and to represent objects by images and words
(2-7 years)
Thinking is still egocentric: has difficulty taking the viewpoint of others

Classifies objects by a single feature: e.g. groups together all the red blocks
regardless of shape or all the square blocks regardless of colour

Concrete Can think logically about objects and events


operational
Achieves conservation of number (age 6), mass (age 7), and weight
(7-11 years) (age 9)

Classifies objects according to several features and can order them in


series along a single dimension such as size.

Formal operational Can think logically about abstract propositions and test hypotheses
systemtically
(11 years and up)
Becomes concerned with the hypothetical, the future, and ideological
problems

1
Faculty of English Language Teacher Education, ULIS, VNU. email: [email protected]
Read more: Piaget's developmental
theory http://www.learningandteaching.info/learning/piaget.htm#ixzz3g2fCJ3uF
Under Creative Commons License: Attribution Non-Commercial No Derivatives

(http://www.learningandteaching.info/learning/piaget.htm)

Task 1:

GW: Read and match the stages with the children’s ages and their
abilities to do things
Stage 1 A- from seven to eleven 1. learners think in abstract
(sensorimotor) years old terms and use inductive and
deductive reasoning

Stage 2 B- eleven years old and up 2. learners use words and


(preoperational) images to represent objects;
use imagination, not logic, to
explain events

Stage 3 C- from birth to two years 3. learning takes place through


(concrete operational) old the senses and manipulation of
objects

Stage 4 D- from two to seven years 4. learners think about


(formal operational) old concrete objects using thinking
skills such as classification and
basic reasoning skills
TASK 2:

PIAGET'S COGNITIVE DEVELOPMENTAL STAGE THEORY

and Implication for teaching different age groups

Match A, B, C, or D with each cognitive stage

A. Teaching must take into account the child's vivid fantasies and
undeveloped sense of time. Using neutral words, body outlines
and equipment a child can touch gives him an active role in
learning.

B. Teaching for the adolescent may be wide-ranging because he'll be


able to consider many possibilities from several perspectives.

C. Teaching for a child in this stage should be geared to the sensori-


motor system. You can modify behavior by using the senses: a
frown, a stern or soothing voice - all serve as appropriate
techniques.

D. In teaching this child, giving him the opportunity to ask questions


and to explain things back to you allows him to mentally
manipulate information.
Suggested keys:

Task 1

Stage 1 C- from birth to 3.learning takes place


(sensori-motor) two years old through the senses and
manipulation of objects

Stage 2 D-from two to 2. learners use words


(preoperational) seven years old and images to represent
objects; use imagination,
not logic, to explain
events

Stage 3 A- from seven 4. learners think about


(concrete to eleven years concrete objects using
operational) old thinking skills such as
classification and basic
reasoning skills

Stage 4 B- eleven years 1. learners think in


(formal old and up abstract terms and use
operational) inductive and deductive
reasoning

Task 2:

Answer: Stage 1: C, stage 2: A, stage 3: D, stage 4: B

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