“Concepts are fundamental to human cognition because of their use in many forms of thinking, such as problem-solving, categorization, and inductive inferences” (Farrar & Montgomery, 2015, p. 186). To apply your understanding of cognitive and conceptual development, it is important to first understand the three different theories of concept development that are commonly used. Chapters 5 in your primary text discuss the following theories: the classical view of conceptual development (the ideas that all concepts are defined by a set of necessary and sufficient features), prototype or probabilistic view (concepts are compared to a prototype based on family resemblance or similarity), and the theory-based concept view (explanatory principles, such as an object’s origins, are a component of conceptual representation) (Farrar & Montgomery, 2015). In this discussion, you will apply your understanding of these three theories by examining the relationship between cognitive and conceptual development. Before responding in this discussion, review the Week Three Instructor Guidance page for additional information, resources, and support.Case Study: Please refer to the case study in the Introduction section of Chapter 5 of your textbook for this week’s discussion. Address the following points as they relate to the case study:Explain which theories of conceptual development are present in the case study. Provide an example to support your thinking.Examine the relationships between cognitive and conceptual development that are present in the case study.Discuss which theory of cognitive development would support Ms. Serrano’s experience with her students. Support your response with evidence from the text.Consider your current or future work setting. Provide two strategies you can use to support conceptual development in the children with whom you currently work or will work with. Support your response with at least one scholarly source.***** I work at a daycare, please keep that in mind while completing this assignment.
week_3_discussion_1_case_study.pdf
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CASE STUDY
Ms. Serrano, a preschool teacher of 2- to 4 year-olds, took her class on a field trip to a nearby
conservation park to explore nature. Yao, a 4-year-old, excitedly ran up to Ms. Serrano, showing her a
bug she found on a tree. A number of other children came up to see what all of the excitement was about.
Yao had all types of questions about the bug, as did the other children. They were curious about what
kind of bug it was, where its mommy and daddy were, what it ate, did it sleep, how big would it grow and
many more. Then Stephen joined the group holding up a multi-colored rock he found in a creek. The
children wanted to know if it was gold, , was it worth any money, and where it came from.
At first, Ms. Serrano thought the children did not know much about bugs or rocks. She thought she had
considerable work ahead to teach them about science. However, she quickly realized they already knew a
lot about both. Their questions suggested they understood that as a living thing, bugs had many of the
characteristics of others living things, such as needing food and rest, whereas rocks did not share those
same properties. The children needed specific details to fill in the gaps of their knowledge.
Ms. Serrano decided to take this opportunity to help her students learn more about biology. She held up
the bug and asked, “who knows what kind of bug this is?” Soon the air was filled with children shouting
out their answers. When she asked about the rock, Joshua wanted to know how big it would grow. Ms.
Serrano then recognized that while children had a correct understanding of some concepts, they also had
a number of misconceptions as well. There were many challenges ahead and she could not wait to get
started.
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