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1. What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what “appropriate challenge” meant for Maria?


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   What considerations may have prompted Sarah’s decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky?

   
   

Extracted text: Pré-visualização Ficheiro Edição Visualização Ir Ferramentas Janela Ajuda Dom. 27 de fev. 1:52 PM Robert S. Feldman - Child Development_ A Topical Approach (2013, Pearson) - lib... Página 207 de 609 Qv Pesquisa Robert S. Feld... The CASE of ... the Risky Bet Sarah Canton, a second-grade practicum teacher, was as- signed the mid-level reading group. As the group was small, she asked the reading specialist if she could add a student from the specialist's group-the children considered to be struggling. The specialist reluctantly agreed to let Sarah put Maria Gon- zales, age 8, in the mid-level group. "She will fall behind and feel worse about herself," the specialist warned. But Sarah had observed Maria, a shy girl, closely and felt she was capable of achieving more if appropriately challenged. 187 «LOOKING BACK 188 CHAPTER 6 Cognitive Development: Piaget and Vygotsky 188 Sarah sat next to Maria the first week. The girl loved the at- tention and eagerly followed the lessons though she answered only when called upon. Sarah made sure to ask Maria questions she knew the girl could manage successfully. The next week, Sarah moved among the children. She be- gan asking Maria questions that required the girl to think a bit beyond the knowledge she possessed. She also asked Maria to interpret a poem the girl loved. Her interpretation was original and heartfelt, and the other children gave her positive feedback. Maria began raising her hand when Sarah asked for volunteers. By the third week, Maria was posing questions in her read- ing journal and answering the other children's questions. Reading one-on-one with her, Sarah realized Maria's reading had jumped three levels. She continued to find links to Maria's interests and knowledge to advance the girl's understanding. When the mark- ing period ended, Maria had made the most progress and was now reading above grade level. Best of all, she was writing poetry and stories of her own. 1. What Piagetian stage do you think Maria had reached by the be- ginning of second grade? How might Sarah have gone about de- ciding what "appropriate challenge" meant for Maria? KEY TERMS AND CONCEPTS 2. What considerations may have prompted Sarah's decisions to sit next to Maria for the first week and, initially, to restrict her ques- tions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky? MyvitualChild 189 3. Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not? 7 Cognitive Development: Information Processing 4. How did the posing of questions for the group in her reading journal, and answering the other children's questions, support Maria's growth as a reader? What instructional technique is this approach an example of? 5. What is the significance of Sarah's efforts to find links in the reading lessons to Maria's interests and current knowledge? Ex- plain your thinking in terms of Vygotsky's theories. 190 60 FEV. étv 27 Askeg jessSUSIL A H Y O,