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Samantha Ulloa

Week 8
Chapter 8 – Using Time Samples to Look at Attention Span
Using Time Samples  I see time samples similar to a checklist instead
Measuring Attention Span with Time Samples for this we are focusing on a set of time and the
 A Time Sample is a closed method because the amount of their attention span. I like the sample
recorder writes down where children are at that that was given on the book and gives us an
moment (raw data) but does not include details insight on how to use the
of what they are doing, how they are doing it, or
what they are saying
Don’t Use Time Samples for Infants and Toddlers  Did not realize that it is much harder and not
 Because infants and young toddlers (under two necessary to create a time sample for children
years of age) are still in the Sensorimotor Stage under the age of two. Their attention span
of cognitive development, their attention is would be inconsistent and not true to evaluating
dictated by sensory stimuli—such as sight, the child on their attention span.
sounds, and movement—and is not self-
controlled.
Factors Influencing Children’s Attention Span  Separating the centers is a great idea but it is
 Quiet activities such as reading, puzzles, and also important to keep in mind the placement of
small manipulatives that are too close to noisy these centers. Focusing on how much space
areas such as blocks or large muscle activities there is and use it wisely so the centers do not
are interrupted and attention is disturbed collide.
How to Find the Time  Technology has been an essential in today’s
 The Time Sample form can be loaded on a teaching generation so the use of a tablet to
netbook to record the names of the children. keep track of every child’s attention span. Using
Later, when the completed form is downloaded, those electric pencil to write on the tablet as if it
summary results of each child’s activities can be was paper can be useful and easy to use.
stored in an electronic Portfolio for each child.
Looking at Approaches to Learning  Before the age of three, a child has developed
It Begins with the Brain about 90% of its brain. They have experience
 The brain is continually growing and changing, new events and idea they have never seen
adapting to the environment. The neurons before. It is interesting that even though the
present at birth are being connected by the child is small, they are still making those
stimuli in the environment so teachers provide connections they learned from 2 months ago
an escalating array of activities to both practice even if they are 1 years old.
acquired skills and challenge new ones.
Attention  I find recess to be very important because it gets
 As important as attention is to learning, recess the child active before coming to a class where
breaks are equally important as they contribute the will sit the majority the time. I remember
to cognitive performance and result in increased during m elementary years, I would have 15
attention. minutes of morning recess, 30 minutes of lunch
recess and then 45 minutes of PE.
Memory  This idea of Mnemonics is a new to me and find
 Mnemonics is the study of methods and it interesting how I have used this in previous
strategies to help in improving and assisting the years. An example would be the use of PEMDAS
memory (you may not be familiar with the (Parenthesis, Exponent, Multiplication, Division,
term mnemonic but you have probably used a Addition, Subtraction). It does help children
mnemonic device such as “I before E except memorize small things through a song or
after C” to aid in spelling or “ROY G BIV” to help mnemonics.
you remember the colors of the
rainbow). Figure 8–3illustrates six mnemonic
keys that might be used to “unlock” memory.
Multiple Intelligences Hemisphericity  The aspect of education has dramatically
 Many researchers feel traditional educational changed over the years. Traditional testing
teaching and testing methods ignore the usually consist of multiple choice answers which
sensory, visual, and intuitive functions of the lack intuitive functions of the brain. Such as
brain. having final presentation, including a picture or
watching a video to incorporate different ways
that interest the children.
Positive Approaches to Learning  I agree that enthusiasm and engagement is very
 Enthusiasm for learning consists of interest or important when being a role model to a child.
curiosity, pleasure in activities, motivation to Engaging in fun activities and showing you are
learn, and the desire to explore and find new truly into it, the child is able to feel confident in
things interesting. Engagement in learning whatever they are doing.
consists of attention or focus, persistence to
work through and tolerate frustration, flexibility
in finding creative ways to handle frustrations,
and self-regulation in governing one’s own
behavior (Hyson, 2008)
Playful Curriculum  The aspect of flexibility stuck out to me, having
 Children learn best when their social and children choose their play for the day as they
emotional needs are met and where there is seem the most interested in it and retain
flexibility and compromise. Young children learn important information. Such as connecting to
most effectively when learning activities relate past experiences and those they will able to use
to their everyday lives rather than artificially and see on the daily basis.
presenting abstract, unfamiliar play contexts.
Piaget and Cognitive Development  There are three different kinds of knowledge
Kinds of Knowledge which are Social, physical and logico-
 Social conventional knowledge gathered from mathematical. It meets a lot of areas such as
influential adults about general rules of conduct their emotions, the way they play and how they
acceptable to that group. Physical knowledge solve a problem.
about the general properties of the physical
world: gravity, motion, and nature. Logico-
mathematical knowledge principles of the
nature of matter by reasoning rather than
intuition or appearances
Stages of Cognitive Development  Piaget theory was revolved around the idea one
 Piaget described intricate substages in which must happen before the next one is applied.
information processing takes circular pathways. Such as making the connection of a past
Each new piece of information goes through this experience is not being applied to the one they
chain, trying to make a match. Piaget called this are currently going through. Construction
constructing knowledge. knowledge such as being aware that it had
happened before and now what are they ways
the child can apply that learning
Vygotsky and Social Interaction’s Role in Cognition  Psychological tool is a new term and it is quite
 He had the idea of psychological tools, which interesting how Vygotsky has applied it. As the
assisted in a task, such as how reading and child reads a text, they are using the tool of
writing serve in conveying ideas. In using the comprehension about what is occurring. Then
tools for their purpose, the mind is also being they are able to write down what they learned
expanded. such as trough a picture or sentence of the main
character.
Helping All Children with Attention  As mentioned before attention span assessing
Observing Attention Span in Infants and Toddlers on toddlers can be unnecessary due to the stage
 Observing when the infant is most alert and they are in. But observing the child, you can
using that time to advantage by interacting notice what is keeping them alert and assist in
helps to keep the infant in that state longer. having them alert for a longer period of time.
You could see how long it keeps the toddler
interested before they want to move to the next
activity.
Mental Processing Differences  Those deficient in attention, is important to
 Attention is defined as the ability to focus on a have patience. Such as those who can’t sit still in
specific aspect of the environment and ignore a chair for a long period of time.
the other stimuli such as those who are ADHD Accommodating to this child is important such
and ADD. as letting them take a walk, so the do not feel
constrained to the chair.
Cultural Differences in Approaches to Learning  There are many cultures in the world and even
 Some cultures prefer quiet, peaceful styles of within those cultures, each family have different
interaction, seeing a busy, noisy environment as traditions. When coming into a classroom where
over-stimulating and not conducive to thinking. everyone comes from a different background,
Some cultures value activity and movement as being attentive of how the child prefers to be or
tenets of exploration, problem solving, and do is important. With the aspect of quietness,
developing imagination, while in other children this where centers are important to be placed
may be less expressive appropriately so the child can either go to the
quiet spot or the area where lots of noise is
being generated.