Week 11 · Readings & resources

Week 11 — Readings & Resources

Child Development Free sample edition

Your primary reading is Chapter 11 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 10 items (4 readings and 6 videos). Allow 53–62 minutes for everything. Each group points back to the matching chapter section and class-session segment, so use the full menu when you want more, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (18–20 min total)

① Watching a child conserve

Chapter 11, Section “Reason with reversibility: conservation and record R6” · Session 1, Segment 2, “Conservation and reversibility” · Remember: a child conserves when the reason shows the amount could not have changed, such as picturing the pour run backward.

A typical child on Piaget's conservation tasks — munakatay — an adult runs quick conservation tasks with one unnamed preschooler, using two rows of coins, two sticks, poured water, and two balls of playdough: after each change the child says one has more "because it's stretched out", "because you moved it over", or because the water is "higher", and only when the playdough is rolled back into a ball does the child call the two the same again. These are the earlier, preoperational replies from Week 9; set them beside record R6's "you could pour it back" to hear what a concrete operational reason adds, and describe the child only by role. (video, 4 min) (captions: creator)
Piaget's Cognitive Development Theory | Mastering Mind Stages — Psychology Exposed — a short animated walk through Piaget's four stages that opens with assimilation and accommodation. Watch from about 1:18 to 2:16: the preoperational child struggles with conservation, and in the concrete operational stage, at approximately 7 to 11, children can conserve, classify, and seriate but still struggle with abstract and hypothetical reasoning, which waits for the formal operational stage in Week 13. Its ages are approximate, as the chapter's are. (video, 3 min) (captions: automatic)

② Holding it all in mind

Chapter 11, Section “Process information: attention, working memory, speed, and executive function” · Session 1, Segment 4, “Information processing” · Remember: working memory holds a few pieces of information for seconds while you use them, and executive function plans, inhibits, and switches.

What's Executive Function—and Why Does it Matter? — Edutopia — a narrated explainer that calls executive function the brain's air traffic controller, says these skills develop over time while the brain's planning areas keep maturing into the teens and twenties, and suggests planning tools and self-check questions. Its closing claim that these skills predict success better than test scores is the video's own, not a finding this course keys. Use it while completing the Week-11 module overview. (video, 2 min) (captions: creator)
How to Foster Elementary Students' Executive Function Skills With Games — Edutopia — a teacher's article on using card, board, and movement games such as Simon Says, Uno, and Memory to practice inhibition, flexible thinking, and working memory, with the words a teacher might say before each game. Read it next to the chapter's board-game example, and notice that the article describes practice ideas rather than a tested result. (reading, 4–6 min)

③ Thinking about thinking, and a stubborn myth

Chapter 11, Section “Think about thinking: metacognition and the learning-styles evidence” · Session 2, Segment 5, “Metacognition and learning styles” · Remember: metacognition is noticing and steering your own learning, and the learning-styles idea is not supported by the evidence.

Metacognition - A Brief Explainer — Education Endowment Foundation — a short animation for teachers that follows an animated pupil stuck on a math problem and breaks metacognition into knowing the task, strategies, and yourself, then planning, monitoring, and evaluating. Its school examples come from a different school system, so translate the terms as you watch. (video, 3 min) (captions: creator)
The Biggest Myth In Education — Veritasium — a science explainer that asks people on the street what kind of learner they are, runs a small memory test, walks through studies that matched lessons to visual and verbal learners, and reports that reviews found no credible evidence for teaching to a learning style. Stop at about 13 minutes, where a sponsored segment begins. (video, 14 min) (captions: creator)
Myth: people have different learning styles — Queensland Brain Institute — a brain research institute's short myth-busting page: people may prefer how they take in information, but a 2008 review by Pashler and colleagues found no evidence that teaching matched to a style helps a person learn more. Its survey figure about teachers is the page's own, not a number this course keys. (reading, 2–4 min)

④ Intelligence and learning differences

Chapter 11, Section “Measure intelligence fairly: IQ scores and multiple intelligences” · Session 2, Segment 6, “Intelligence and learning differences” · Remember: an IQ score compares test performance with others of the same age, and it measures no one's worth.

Controversy of Intelligence: Crash Course Psychology #23 — CrashCourse — a fast-paced history of intelligence and its testing: one general ability versus several, Gardner's multiple intelligences, Binet's early tests for children who needed extra help, and the misuse of tests in the eugenics movement, which the video covers frankly. It explains the older mental-age formula for IQ; the course defines today's IQ score as a standardized comparison with others of the same age, and the count of Gardner's intelligences it gives is the video's own. (video, 13 min) (captions: creator)
About IDEA — U.S. Department of Education — the federal page on the Individuals with Disabilities Education Act, the law that makes a free appropriate public education available to eligible children with disabilities and governs special education and related services. Read the opening paragraphs; its enrollment figure is the page's own, and this course keys no number about the law. (reading, 3–5 min)

Optional one-stop reference (free online reference)

Piaget's theory of cognitive development, Concrete operational stage — Wikipedia — the free encyclopedia's section on the concrete operational stage, with its list of conservation, classification, reversibility, and seriation; read it for those terms, treat its ages as approximate, and skip its paragraph that places false-belief understanding in this stage, since this course places that change in early childhood. (reading, 5–8 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

Provenance: Built with The Course Maker · samples.thecoursemaker.com