Ch. 2 and 3 Analysis Questions

Ch. 2 Analysis Questions:

1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
-Formal Operations Stage. Laura is defending her point, it's logically valid to her. But she is arguing a concept that no place in reality.

2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
-She knows that cars cause pollution, and that cars need gas to get places. But by cutting cars completely out of the picture, she is creating more problems. Landfills cause pollution as well, yet she wants everyone to walk their garbage to the landfills, and then have scientist create chemicals, that could cause more pollution.

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.
-This cognitive tool challenges students. It requires them to use self talk and inner speech to answer the question. It allows students to come up with many answers and responses to something they may have only had one thought about.

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

-In "play" children are taking on scenarios that in the real world would be impossible. This relates to the ideas that Laura was coming up with to rid the world of pollution.

Ch. 3 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.
-In Erikson's theory Identity versus role confusion, he states how adolescents ponder how they will fit into society. Sense of self is also a big part of why Laura was very preoccupied with her appearance.

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?
-They could put together study groups in a social environment, allowing for students to be social while studying. They could also encourage students to join an extracurricular group such as student council.

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?

-Stage three: Good boy/good girl. Laura is making decisions on what other think. She loves being the center of attention. He could tell her to make decisions based on what she thinks and believes in, rather than on what she thinks other people want.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
-It requires students to think on their feet, and think of things that they may not have thought of before. Also, it requires them to speak in public, allowing for them to become more comfortable in social settings.