Cognitive Development (Ch. 3) Analysis Questions:


1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.



The formal operational stage. By choose, she uses her intuition and perception to understand the world and solve problems, and does not use logic nor reason.


2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.



Her knowledge base seems to be very closed and subjetive. She is stuck in a young stage of cognitive development. Her knowledge is based on opinon and she is very egocentric.


3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.



Mr. Marculescu uses the "encouraging you children's use of private speech" in this stage. He tries to get her to think and analyze other things instead of being so closed. Also, this method involves some scaffolding as he challanges her and tries to raise her to a higher level of thinking.


4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?


Play is represented through the play of scene. The student is placed is a situation where she has to "play" by going up behind the podium and express her opinion to the class. Hence, she is in play as she is using props and being placed in a scenario.



Social and Moral Development (Ch. 4) Analysis Questions:


1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.



Laura is in the "Identity role confusion stage" in which she is trying to find herself through acceptance. She is experiencing some failure in this stage as she seems to be somewhat confused.


2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?



Theator and student body leaders are great ways to get non-acedemic students interested in acedemics. These options allow students to be very social and be expressive. By doing so, these students can learn that they de have great acedemic skills. For instance: the options prepare one to be a leader, manager, representative and so forth.



3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?


She seems to be entering the postconventional since she seems to make a stand for her own beliefs and thoughts. Also she is in an individualism stage as she is egocentrisc. The teacher can help her advance by helping her understand rules of interpersonal conformity, that teach logic and fairness.



4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?



It contributes to one's cognitive level as it makes one analyze and think for oneselve. It does on an linguistic and social level as it causes one to be expressive in front of many people through means of persuasive speech. Morally it causes one to realize that one must understand others and respect them, in order to persuade them. Thus, one learns how to be ethically moral with others.