SOC 312 Child, Family & Society
7 January 2013
Knowing how children learn and develop is essential to teachers of young children. Children in preschool enter Piaget’s preoperational stage of development where “their able to express their own ideas, and develop their own attitudes and beliefs about the world around them” (Bojczyk, Shriner, and Shriner, 2012). Their thinking changes dramatically as their able to think in forms of symbols and words to represent something else. Within the succeeding pages I will explain how three of the DAP teaching strategies will work with children of Piaget’s Preoperational Stage and how each of the strategies will help to increase a child’s cognitive advances.
The three DAP teaching strategies that I believe to be effective in Piaget’s preoperational stage are acknowledge, encourage, and to give assistance. By acknowledging children in their learning, we as caregivers and their teachers are encouraging them to be successful. Children between the ages of two and three begin to imagine that what their playing with is something else entirely as Piaget described as “symbolic play”; such as using a spatula as a microphone or a blanket as a cape. Acknowledgement in this case would be to congratulate the child for thinking of different ways of portraying a microphone and a cape. When a child is acknowledged for his or her actions he or she is also encouraged at the same time. For instance, when a child hears the words, ‘good job’ he knows he did something right and is excited about continuing his play.
Another area of Piaget’s preoperational stage in increasing a child’s cognitive advances is through the use of role playing. Children between the ages of four and six begin to act as if they were another person. Such as pretending they are a ‘prince’ or ‘princess’, ‘mom’ or ‘dad’....
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