International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Conceptual Development in Children: Implications for Education


Affiliations
1 Department of Human Development and Family Empowerment Bharati College, University of Delhi, Delhi, India
     

   Subscribe/Renew Journal


The paper tries to explore concept formation in children from a cognitive perspective. The concept of Zone of Proximal Development from Vygotsky's cognitive theory has been adapted to promote concept formation in children. Most important objective of the educational system is to help children in their potential actualization. Based on my major research on social and emotional skills for children and conceptual development. Amodelhas been developed to enhance motivation levels in children. The main objective in the present paper is to focus on concept attainment, enhancing self-esteem and motivating the child to perform well. De-emphasis on the grades, coupled with positive motivational strategies have been found to be of great help. Most children fail to try out techniques or answer in class because of the fear of failure. In the paper I am proposing a model in a concise form for confidence building and motivating children to perform better.

Keywords

Zone of Proximal Development, Cognition, Potential Actualization.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Bell, M. (2004). Emotion and cognition: An intricately bound developmental process. Chid Development, March/April, 75(2), 366-370.

  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57,111-127.

  • Dodge, K. (1980). Social cognition and children's aggressive behavior. Child Development, 5 1 ,162-170.

  • Elias, M. (2001). Prepare childrenfor the tests of Life, not a life oftests. Education week [on line] http//www.edweek.org/ew/ew_printstory.cfm?-04elias.h21.

  • Empathy (2015, may 18). Retrieved fromhttps://en.wikipedia/org/wiki/empathy.

  • Eric, M. (2015, September). Story telling therapy. Retrieved from www.story tellinginstitute.org/2pdf.

  • Frogan, J. (2002). Using Bibliotherapy to teach problem solving. Intervention in School and Clinic, 38(2), 75-82.

  • Garmezy, N. M. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55,97-111.

  • Goleman,D. (n.d.). Working with emotional intelligence, ebook.

  • http://casel.org/why-it-matters/benefits-of-sel/. (n.d.).

  • Killick, S., & Boffey, M. (2012). Building Relationships through Story Telling: A foster carer's guide to attachment and stories. Retrieved from www.fostering.net: stevenkillick.files.wordpress.com/2018/04/building-relationships-throughstorytelling.pdf

  • Elias, M.J. (2004). The connection between social-emotional learning and learning disabilities: Implications for interventions. Learning disability Quarterly; 27(1), 5363.

  • Nelson, M. (1993). Exploration of the bibliotherapeutic approach -with the adopted child. Retrieved from google Search, Masters Abstract International 31/01,158.

  • Piaget, J. (1926). The language and thought of the child. New York: Harcourt, Brace.

  • Piaget, J. (1950). Thepsychology of intelligence. New York: Harcourt, Brace.

  • Preventing Mental, Emotional and Behavioral Disorders among Young People. Progress & Possibilities (2009). Retrieved from https://www.nap.edu/resourcesl2480.

  • Rekha, S. (2015). Intervention strategies to enhance social emotional competence of children. New Delhi: unpublished research document.

  • Sapra, R. (2018). Biblioitherapy: Enriching social emotional skills in children. In R Sapra (Ed.), Reflections: Skillsfor social and emotional well-being (pp. 60-75). New Delhi: Authors Press.

  • Sapra, R. (2001). Beyond cognition: Implicationsfor education. Delhi, India: Rajat Publications.

  • Sapra, R (2005). Conceptual Development in Children. Delhi, India: Satyam Publications.

  • Sapra, R (2019). Social and emotional well-being of children: Facilitating role of bibliotherapy. International Journal of Science and Research, 10(8), 814-821.

  • Vygotsky, L. (1962). Thought and language. Maschusttes Cambridge: M.I.T press.

  • Why training Teachers in social and Emotional Leamingis just as important as ABC's, (retrieved 2018, May 05). Retrieved from https://www.newameica.org/educationpolicy/edcentral.

  • www.ischolar_mainsofempathy.org. (2015, September 13). Retrieved from www.ischolar_mainsofempathy.


Abstract Views: 296

PDF Views: 0




  • Conceptual Development in Children: Implications for Education

Abstract Views: 296  |  PDF Views: 0

Authors

Rekha Sapra
Department of Human Development and Family Empowerment Bharati College, University of Delhi, Delhi, India

Abstract


The paper tries to explore concept formation in children from a cognitive perspective. The concept of Zone of Proximal Development from Vygotsky's cognitive theory has been adapted to promote concept formation in children. Most important objective of the educational system is to help children in their potential actualization. Based on my major research on social and emotional skills for children and conceptual development. Amodelhas been developed to enhance motivation levels in children. The main objective in the present paper is to focus on concept attainment, enhancing self-esteem and motivating the child to perform well. De-emphasis on the grades, coupled with positive motivational strategies have been found to be of great help. Most children fail to try out techniques or answer in class because of the fear of failure. In the paper I am proposing a model in a concise form for confidence building and motivating children to perform better.

Keywords


Zone of Proximal Development, Cognition, Potential Actualization.

References