didactica
[00:00:00] Until you reach a peak, and that will be like a, but from the time of
your third until, yeah, 12. And then 12 and 12 is when you see most advances in
intelligence. Intelligence and what child abilities are. He divided this in four D.
These stages happened in that order, there is no way they can be inverted or that
what happens before another.
We all happen in a sequence. The only difference is depending on the child and
the environment, this stages can start sooner or. And they all go through the
same stages. That doesn't change. So if you divide it, for example, the first one
from birth to two years, Three years. [00:01:00] Remember, it's, uh,
approximately yes, a child can, can finish that stage at year and a half, 18
months.
The one is from two to seven and then from seven 11 and then from 12 to 1820.
And the other thing that he stated is that these stages are universal. A child in
China will develop in the same way as a child in France, and the same, I mean,
following the same stages as a child in here, Argentina.
Universal again. Um, now they explain, there is an explanation. I tried to make
it as possible. You have sensor stage, [00:02:00] the pre operational stage, the
concrete operational stage, and the formal operational stage. Those are the four
stages.
Now the thing is that children are intelligent, but they have a different, different
intelligence than that.
They see the world differently. Remember that? Um, well, they're just starting,
so for them is everything is new.
A common occurrence. That's one example. Parent, even the way in which they
think it has nothing to do with the adults way of things, but theyre still very. So
with measured, he measured intelligence in a different terms, not IQ [00:03:00]
measurement, but in some other aspects that they don't have right now. And he
also says that children build same labels.
They so children build their intelligence and their knowledge as if they were.
Well, I didn't specify there, but in order for intelligence to occur, to build up
things that we have,
We saw that knowledge, we create a scanner, then we have something new that
creates an imbalance for delirium. Then the intelligence, first of all, adopts the
new information that creates a [00:04:00] crisis. The brain.
Brought each and every one of the stages until they a block, have a block to put
another one another. And then we have a huge, that's his idea how children's
intelligence. And he also states that the best way to understand the children's
intelligence is to. See the world from their point, easy. If there is one, that will
be one.
Uh, so that's this, uh, general, general reception then.
We need to think of the first stage. The, the, the goal, like the milestone want in
this whole year and a half, [00:05:00] two years process is the,
If you have children or you have nephews or nieces, uh, you must play a game
with them where you show them an item and then you it for the time. It it cease
to exist. We just funny cause we know that the object is still good or.
Afraid you disappear
of an object. Not being able to [00:06:00] see it, not being able to be seen. It
doesn't mean that it doesn't exist. So that's the, there are others such as, um,
if you want and reflex.
Uh, do, I was gonna say this. Do probably, they're learning another language.
This guy, the child, respond to external intimidation with, for instance, you put.
That's one. That's a development. He happens with every temple. They have
their hands like this. That's the whole thing that's.[00:07:00]
But for parents like, oh, my child. No, your child is outside. He's not
extraordinary. Uh, then another one is a primary circular reaction, and it goes
from one to four. It's the. Will Fingers or they keep, yeah. Okay. That's the
simple, uh, reaction. The primary is the first one they do. Um, so that's another,
these are very normal things.
Another one is, uh, like four coordinating secondary skiers that goes from page
12. Uh, it is one. They cannot [00:08:00] be paying attention to something for a
very long time,
but they tend to demonstrate their interest. So I dunno. And you show them the,
and they, you see that they're excited to hear. The reaction is, I know this, I. In
that stage where they try to, but you can see certain degree of expectation
saw the primary, secondary, um, that one has to do with.
Yes. When they start doing one activity, but they move quickly to another one,
the attention Islamic,
and then they move on another [00:09:00] game.
Yes.
That's. Uh, then we have the pre-operational stage, um, which is, it goes from
the second, that's like our thing if you're teaching.
Um, well, it's a second stage. It begins, yeah, around two, one and a half. Again,
remember that these are approximately approximate. Periods or ages happen
before or after. It must have happened to you in your classroom. Most students
can do one activity and there is always one behind. Yes. And after July
[00:10:00] that students cut out?
Yes. In July. Same thing, may the stage breakthrough and that has also, it has to
do with how, I mean the younger students in the same court and the older ones
when in March we have students who are already seven example and students
who still didn't have, haven't had their birthday. So those are students that their
development will come later.
Mm-hmm. Cause they have time compared to another one, to another student.
In this case, the toddler. They have the ability to represent the world through
language and mental. If you tell them at the beginning, you tell them, but they
need to see the object. Remember, [00:11:00] in this stage, you tell them and
they already know.
The same with chair, with objects in general. They already know so they can
think of it without. Needing the object, the visual aid. They also think, um, can
think of things symbolically.
For example, the world, an object. It stands for something else. For example, is
chair. The general work is something to. But later on they can adapt the chair
for sofa bench stool. They can like broaden their schema with one word, or it's
usually a toy, [00:12:00] but later on they learn. That is also the giving animal.
Yes. That's idea, um, is awesome and something that most of us sometimes
give, um, an
this is the action of giving an inanimate object or human feelings or. For
example, I know they have a door, a girl, a toddler, pass the door and it raped
one. It is in that plastic, raped, said, broke. But they think that the door is crying
and they start thinking that he has feelings. Yes. So animals, [00:13:00] the
same with animals.
Uh, it's not an animal. Is that a little brother or like It's sad or it's, they give the
animal. Human characteristics of qualities.
Um,
this stage is for.
Everything goes, revolves around them and they fail to see other people's
perspective or point of view. They generalize that everyone feels and see things
the way they feel. That's. Also predominant. Predominant here in this stage,
there is a test, the 10th of the three mountains if you want to take. I didn't
breathe [00:14:00] so much, 12 pages, but the test is, um,
Three mountains on the table and the daughter had to look at it and describe it,
and another person would look from a different side and describe what they
saw. And for the child was wrong because that that was not what he could see.
The four.
Funny thing. Some people continue these s throughout their lives, but it starts
here. Average 10 to seven.
Then the other thing is that is at this stage, They can focus one, they cannot
multitask, even adults cannot multitask. But, well, this is specific of this stage.
They can [00:15:00] focus one thing at a time. They can pay attention to one
thing. As long as one thing, then they can move on and be invested, that thing
and nothing else.
Um, then we come to play.
You must have seen it. You get a bunch of toddlers, they're all playing, but
they're playing their own games. They're not cooperating, cooperating in each
other's games. That has to do with a, again, they're the most important thing in
the world. Okay. Therefore, they centered on their own game playing.
It's not that they don't want the, they can't, it's impossible. It will happen. So
that's play. [00:16:00] Later on, they start cooperating with each other at a
different stage, usually between four and five, regardless. Um, now here we
have an increase in their symbolic representation, so they start being able to use
symbolic function.
Remember that symbolic is the, the image that you have in your brain. They
start developing that.
Um, yeah, the object. They can have representation that stands for that object.
Uh,
Important, pretend or symbolic play. Another characteristic of play[00:17:00]
when they start, for instance, assuming that, I dunno, their money on their
daddy, on their firefighter, so they start playing. As if they were, we have Clay
House or being a doctor.
So listen to your heart. And that's,
it starts happening a lot. Um,
Going back tok. He stated that there are stages for this. It's crazy. I want you to
know that there are stages. That's [00:18:00] it. Five, believe that almost
everything is, everything has life. Then they start. Realize that objects that move
at purpose, it moves in order to do this. Uh, the next one is, um, on the objects
that move from timeless.
So not every.
Later. The last part is that only plants and animals are alive reducing of
gradually eat
everything things. It's only plants. Animals and human beings, the rest is all. So
they, they [00:19:00] kill things? Yes. Those are the stages that they realize that
plants and animals are alive at the.
Uh, we also realize the fact that there is irr, that sometimes certain things cannot
go back and the things that have been done cannot be undone. This also happens
here. Um, then we move on to concrete operational stage, and this is paramount
to our teachers cause we usually have primary school from seven.
To 12, this stage ends 11. Supposedly during this stage, they [00:20:00] start
thinking logical, so at this stage they can actually come up with, mm-hmm. We
know hypothe, but with idea of what could happen a. They also have, um, the
concept of conservation. Conservation, meaning if I have water in, I move it to,
is that the same amount water?
Yes. Well, wow. For them in the stages. If it's a small bottle, it has glasses like
this and the bottles like this, this is four. They move it here. They, because the
bottle relate to this, you go with [00:21:00] money, you give them hundred
basis. They pay and they're given change. Yes. Okay. In their minds, they have
now more money.
Yes. Because they have more, more minute, more notes or more coins. Yes.
You give them one. Now they have five, therefore I have more. No, you don't
have, you have less. This is a clear example. Conservation. I give them a
hundreds and then I give them two node of 50 each. Still the same amount of
money. The thing, uh, If you give them strips for strips and then put them
together, make for them, they have less now, although,[00:22:00]
um, they.
Again, the conservation of that thing going back to shape, it's a regional shape,
so if you give them three scripts of casting, they make a goal and then they can
separate it and make a threes again as close, but they can reverse whatever it is
that
another things that they become less. They can now accept different forms of
human perspectives. Uh, they can also, they also start playing or doing group
playing in groups for doing group activit and [00:23:00] doing. And that's when
we start doing peer work in first four or four or doing activities together, like
listening to a story or reading.
But it's also, um, it's called concrete because I can think logically.
By manipulating real concrete materials. That's the whole thing. Another thing
that forgot is at one stage I remember, no, it's the same stage. The names I, I
remember everything. Seen the children when they start playing with lot, for
instance, and they break it. Yes, yes. Well, they are building up these reversing
things.
They build the,[00:24:00]
yeah. Uh,
And sometimes when you see the why you and this, I delight to do it. They
break it and they love it. They laugh, they giggle, they enjoy it and
mind.
Formal operational stage that is cloth and older, and this is when they start
thinking, um, it is not, it's the last stage. And this is when they get creative, they
can start using abstract and imagining the outcome of the [00:25:00]
installation. They started in. Imagine what might happen to, I mean, creating
hypothesis.
This case, they can actually, they have master, they can do it. That's why
not they start at nine with the.
When you're younger, they need 3D or.
Um, [00:26:00] so for him, the Paramount was this last stage. I will, uh,
continue to develop until they get to their
around 17. They, um,
Okay. Now this is the part that's also important, us applying his theory in
what I have told you. How do you think applied?
This happened in the sixties, [00:27:00] 1960s, like last century. How is this
related to
here? Maybe it helps us to know which type of activities we can. Depending on
the, the age of the students. That's fine. Very good. That's mainly one of the, my
opinion, the most important thing. Mm-hmm. Depending on the child
is there's point in teaching a seven year old. Um,
There is no point to teach that period, but it's even [00:28:00] like this.
It when they're seven.
So yes, each stage would require us to teach them different things.
Other things that we should give them, um, the attention that they need,
depending on each stage. So when they are at the peak of their well, we need to
take that into account. Help them transition to the next stage where they are less,
um,
yes. Things that they're of learning and [00:29:00] we have also. Something
else. They mature at different stages and different cases, so we need, while we
teach, we need to take into account their individual capabilities at different
times in the classroom or different months. If you want to save and help those
who let's say are.
Comparison to the ones that are already in the next stage or acquired. Next
is teach.
So what do you, how do you think his theory relates to the way in which
teachers teach[00:30:00]
the question?
Okay. We. What with each? Yes. Now how, with each, how, what I want to
know is s theories laid the principles of the concepts, but were. Included in the
teaching environment, in me education. So what I'm done is what to teach.
Don't teach them things that they would not understand. Facebook. The other
one is how to teach.
There are no wrong, you don't know it's here. You have so [00:31:00] there no
wrong. It's just common sense, even if it's not very common.
Um, maybe if we, no,
it's easier when we have to think about students, but when we have to think
about the role of the teacher, um,
Maybe we decide to, to prepare an activity for a group or not. Depending on the
stage of the student. Good. Yes, that's a good example. It has to do with Don
teach things that we're not ready for, so try to find the strategies on how to teach
according to that as well. If you are teaching. [00:32:00] Uh, group of students
for a skill, very egocentric.
Wow. No conduct activities suitable, but their money. Yes. Another one is, um,
he said that they to, it's related or similar to plot, so we should. Problems that
are, and they concern. So that's not giving them situations according to
community development, but it should be a challenge. Something that they can
build on, something that produces.
He can say crisis and then he can assimilate to his previous knowledge. That's
the whole point. Um, another one [00:33:00] is what, to change the approach
you have seen, right? Yes.
It opposes that in his world. You know what I'm saying? What I'm saying is
this, his theory was never thought for teaching. There was a project in the
Ukraine and they took his theories and they applied to project and they applied
and changed everything. The UK. I, it's centered around here. Jet, here.
Actually it's here. Uh, centering here.[00:34:00]
Uh, was saying before the project like, Yes, it should be channel center already.
Yes. Because then I don't have enough time to like get there. I have to,
yes.
Okay. Okay. Okay. Uh, child center. So Matilda was the whole group. She span.
Oh, she stood, yes.[00:35:00]
Is centered in their children, what they can do, what they can handle, what they
can achieve. Not what the teacher says. That's, uh, we can finish with this
discussing this next class and I have added something else. You can go.
Okay. Thank you.
Um, I wanna see you this Friday next.
Yes.[00:36:00]