1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Laura is operating in a Concrete Operational Thought Process. The book lists an age of 6-12, however I believe there are many individuals that do not follow this timeline. Laura understands different principles however the biggest example of why she operates at this level is because of the debate responses that she gave. She understands that consuming gasoline produces harmful effects such pollution. However, what she does not fully grasp is why her hypothesis is not a valid solution. She sees the problem, however her solution is not completely thought though. She does not see why not selling gasoline would not be a good solution which will come with further cognitive development.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
Laura also does not understand what pollution really is and that although it would be nice to completely get rid of the pollution that gasoline creates there are other immediate problems that would put the world in Chaos. For example the economy would be ruined for a time and we would need to fall back on a more primitive way of living. By being able to understand a little more about Pollution and the world around her she would be able to understand that her solution is not plausible. I believe that knowledge will help us understand and grow cognitively. By learning I believe that we can help our minds advance in Piaget’s stages of development (even though simply learner is not the only factor).
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.
I believe that this method of teaching can be very effective. This method can help teachers reach the Zone of Proximal Development better by having students constantly think and form another hypothesis about what they are learning. This also helps the teacher provide Scaffolding where the student can be build up and learn. I can also see Cognitive apprenticeship where Mr. Marculescu was assisting Laura in giving her guidance on the debate.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
Play would include children “playing” or “acting” about a certain thing in life that they may not yet be able to participate in. An example would be a squirt gun, a stick, a doll, or a make believe game. In this scenario Laura in a sense is “Playing” as she does not yet understand the real world and is making up and “playing” with the debate situation that Mr. Marculescu gave her.
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.
From what I have learned and going through this stage I would say that Laura is going through the identity versus Role Confusion stage. She is late to class because she is fixing her hair and constantly beatifying herself. She feels that everyone is looking at her and may be judging her so in her mind she needs to look good for others. Her identity is in question at this time, which is absolutely normal for students this age.
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?
I personally would suggest getting involved in as many clubs, extracurricular activities, and even elective credits (student Council) as possible. All three of these suggestions can help influence a student to be more social and in turn be more successful in school. It was something that I enjoyed participating in when I was in High school and Junior High. I feel that this is a main reason why schools offer classes and programs different from classes required to graduate.
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?
I would say that Laura is operating at the Preconvential level in the Exchange of Favors/ Individualism and Exchange stage. I would justify this because Laura sees everything for her own individual needs and wants, she basis her decisions on herself without really thinking outside the box. Mr. Marcalescu might be able to help Laura advance in her moral reasoning by educating her and those around her. I think that understanding difference cultures and perspective will help with this. He could also show examples in the debate class where moral decisions had to be made on a higher level. This may help here increase her perspective and grow to a higher level of moral reasoning.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debate class can teach these things. Debate will help you learn different cognitive abilities as it will make you think about an opposing side. You will need to know the pro and cons and the ins and outs of a topic. It will help you think on an ethical point of view and understand society and the world better. This will also help you socially (because naturally this is a socially designed class). And help you understand other perspectives and points of view. As was listed above on Moral Reasoning a cultural difference can help.
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