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Performance TASK

The document outlines key concepts in educational psychology, focusing on child development stages and behaviors related to knowledge, comprehension, application, analysis, synthesis, and evaluation. It introduces the Zone of Proximal Development (ZPD) as the gap between what a child can do independently and with assistance, and discusses instructional scaffolding as a teaching strategy to support learners within their ZPD. The connection between ZPD and scaffolding emphasizes the importance of providing support to help learners achieve their full potential.

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Cesar Laure
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5 views

Performance TASK

The document outlines key concepts in educational psychology, focusing on child development stages and behaviors related to knowledge, comprehension, application, analysis, synthesis, and evaluation. It introduces the Zone of Proximal Development (ZPD) as the gap between what a child can do independently and with assistance, and discusses instructional scaffolding as a teaching strategy to support learners within their ZPD. The connection between ZPD and scaffolding emphasizes the importance of providing support to help learners achieve their full potential.

Uploaded by

Cesar Laure
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: NICA C.

LAURE Course & Year: MAED-EED I


Subject: Educ. 808 Advanced Subject Professor:Jannette T. Montallana
Educational Psychology

1. Knowledge:

 Child's Behavior: Recalling facts, terms, definitions, and basic concepts.


 Development:
o Early Stages: Recognizing familiar objects, colors, and shapes.
o Later Stages: Memorizing simple rhymes, reciting the alphabet, and
recalling basic math facts.

2. Comprehension:

 Child's Behavior: Understanding information, interpreting it, and translating it


into their own words.
 Development:
o Early Stages: Following simple instructions, identifying patterns in
objects, and understanding basic stories.
o Later Stages: Explaining concepts in their own words, summarizing
information, and drawing inferences from what they read or hear.

3. Application:

 Child's Behavior: Using learned information in new situations or problems.


 Development:
o Early Stages: Applying simple problem-solving skills, using building
blocks creatively, and following multi-step instructions.
o Later Stages: Solving simple math problems, applying rules to games,
and using tools to complete tasks.

4. Analysis:
 Child's Behavior: Breaking down information into its component parts and
identifying relationships between them.
 Development:
o Early Stages: Comparing and contrasting objects, identifying similarities
and differences, and sorting objects into categories.
o Later Stages: Analyzing simple stories for themes and characters,
identifying cause and effect, and drawing conclusions from data.

5. Synthesis:

 Child's Behavior: Creating something new by combining different ideas or


elements.
 Development:
o Early Stages: Building with blocks to create structures, drawing pictures
based on imagination, and writing simple stories.
o Later Stages: Writing creative stories, designing experiments, and
developing solutions to complex problems.

6. Evaluation:

 Child's Behavior: Judging the value of information, making decisions, and


justifying their opinions.
 Development:
o Early Stages: Expressing preferences, making simple choices, and
judging the quality of objects based on personal criteria.
o Later Stages: Evaluating arguments, making informed decisions, and
justifying their opinions based on evidence.

Zone of Proximal Development (ZPD)


The Zone of Proximal Development (ZPD) is a concept developed by psychologist
Lev Vygotsky. It describes the space between what a learner can do independently and
what they can achieve with the help of a more knowledgeable other (MKO).

 What a child can do alone: This is their current level of understanding and skill.
 What a child can do with help: This is the ZPD – the area where learning is
most likely to happen.
 What a child cannot do even with help: This is beyond their current reach, and
they may need more time or different learning experiences to reach it.

Example: A child might be able to count to 10 on their own. With the help of a teacher
or parent, they could learn to count to 20. This gap between 10 and 20 represents their
ZPD.
Instructional Scaffolding
Instructional scaffolding is a teaching strategy that provides support to learners
within their ZPD to help them reach their full potential. It involves breaking down
complex tasks into smaller, manageable steps and providing guidance, cues, and
feedback along the way.

 The learner is the building: They have the potential to grow and reach higher
levels of understanding.
 The scaffold is the support: It helps the learner reach their full potential by
providing temporary assistance.
 As the learner progresses: The scaffolding is gradually removed, allowing them
to become more independent.

Example: A teacher might use scaffolding to help students learn to write a persuasive
essay. They could provide:

 Step-by-step instructions: How to brainstorm ideas, organize thoughts, and


structure the essay.
 Example models: A completed essay or outline to show the expected format
and content.
 Feedback and guidance: Reviewing drafts and offering constructive
suggestions.

Connection between ZPD and Scaffolding


The ZPD and scaffolding work hand-in-hand:

 ZPD identifies the learning potential: It defines the area where learning is most
likely to happen.
 Scaffolding provides support: It helps the learner navigate through their ZPD
and achieve mastery.

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