Concept Development PDF

Concept Development Foundational | Primary Read Course: Child Growth and Development Module: Cognitive Development during the Foundational Years Unit: Cognitive Development during the Foundational Years ©HubbleHox Technologies Pvt...

Concept Development Foundational | Primary Read Course: Child Growth and Development Module: Cognitive Development during the Foundational Years Unit: Cognitive Development during the Foundational Years ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Disclaimer Copyright © HubbleHox Technologies Pvt. Ltd. Published by HubbleHox Technologies Pvt. Ltd. All rights reserved. No part of this publication, including but not limited to, the content, the presentation layout, themes, type of examples, mind maps and illustrations may be reproduced, stored in retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior, written permission of the copyright owner of this publication. This publication is meant to be used as a part of the Teacher Training, Development, Certification & Accreditation program only. The author(s) of this publication has/have taken all reasonable care to ensure that the contents do not violate any copyright or other intellectual property rights of any person in any manner whatsoever. In the event the author(s) has/have been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for corrective action. Some of the images used have been taken from the following sources: www.freepik.com, www.vecteezy.com, www.clipartpanda.com, www.shutterstock.com www.google.co.in (Advanced search), Creative Commons Attribution. This publication is not meant to be sold or used without a written, prior consent of the Publisher. ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Table of Contents Thinking Time 2 Getting Started 2 1. Meaning of Concept Formation 2. Types of Concepts 3. Process of Concept Development Recap 9 Reflection Time 10 Answer Key 12 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Concept Development In this subunit, we will be able to: l explain the meaning of the term concept formation. l list the characteristics of concepts developed in young children. l explain the types of concepts with examples. l describe the process through which concepts develop. l analyse the teacher’s role for concept development during the foundational years. 1 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Thinking Time What does it indicate when a 3-year-old child is able to differentiate between a cat and a dog, despite similarities in their body structure like four legs, one tail, etc.? Getting Started As we know cognition refers to collecting and using information. It's the gradual improvement of our mental functions, like logical thought, comprehending new ideas, and addressing challenges over time. Children can perceive the concept of a cat and a dog by observing various attributes of a dog and a cat, like the size, four legs, tail, etc. As the children observe the similarities, they also observe differences in the sound and other physical attributes that are different. This suggests that the child has understood the difference between a cat and a dog. Let us see how children interpret concepts through the process called concept formation. 1. Meaning of Concept Formation Concept Formation refers to the process by which children learn about the world around them, categorise it, and form “mental representations”, or "concepts," of those categorise. Children begin to build pockets of knowledge, known as schema, and they organise the pattern of thoughts and information. This schema develops into mental representations in the form of concepts. A Z Vocabulary Schema (noun) /Skee-mah/ Meaning: A collection of basic knowledge about a concept or entity that serves as a guide to perception, interpretation, imagination, or problem–solving. 2 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Children begin to form time concepts, such as yesterday, today, and tomorrow; the meaning of right and wrong. The features of nature such as light, heat, distance, living and non-living objects; the change of state from solid to liquid. They start grouping objects in terms of colour and shape and make classifications in terms of basic criteria. Concept development also includes reasoning abilities, which include the ability to use logic and critical thinking. In earlier sections, we explored concept development. Now, let's examine the characteristics of concept formation in the foundational years: 2. Features of Concept Formation 2.1. Concepts in the foundational years are individualised and unique to each child but can be shared among those with similar backgrounds. 2.2. Concept development follows a pattern, transitioning from simple to complex and concrete to abstract. 2.3. Children organise concepts hierarchically as they understand more, categorising them into broader groups. 2.4. Initially, children perceive whole situations, but concepts become more precise over time. Young children's concepts are malleable. They can change and adapt as they receive new information, which often comes from play or direct instruction. 2.5. Emotional aspects are inherent in concepts, especially those related to personal experiences, and concepts with emotional weight resist change, influencing attitudes and actions. These features show that concept formation in the foundational early years is largely determined by their sensory experiences. Let us understand the types of concepts that we humans form through cognition. 3 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 3. Types of Concepts Concepts can be divided into definite and indefinite. Definite concepts can be categorised as tangible and well-defined. Shapes are a prime example. A triangle, for instance, is always understood to be a three-sided figure. Whereas indefinite concepts or abstract concepts such as relationships can be challenging for children to fully comprehend, especially at younger ages. For instance, the concept of "love" can be experienced and understood in many ways, and a child's comprehension of it might evolve significantly as they grow and encounter different life experiences. Such concepts provide a sense of predictability and consistency, allowing children to apply them with confidence in different situations. Concepts children perceive can be broadly divided into types such as objects, people, relationships, and qualities. 3.1. Objects Objects are one of the first types of concepts that children are introduced to, primarily because of their tangible nature. As children engage with the world around them, they encounter a variety of objects that they can directly experience using their senses. Over time, they begin to recognize similarities and differences among these objects, leading to categorisation. The realisation that a tennis ball, football, and basketball all share common characteristics allows a child to form the broader concept of a "ball." This understanding helps children predict and make sense of new objects they encounter. 1 Objects 2 People Types of Concepts 3 Qualities 4 Relationships Fig 3. Types of Concepts 4 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 3.2. People As social beings, humans naturally form concepts about different roles and identities present in their community. For a child, recognising roles helps in understanding social dynamics and expectations. For instance, seeing a "teacher" in school provides a model of what teachers typically do. Similarly, a visit to a doctor or observing a policeman in action helps them form concepts about these roles. Over time, these role-based concepts become more defined as children observe variations and subtleties in how different individuals fulfil these roles. 3.3. Qualities Qualitative concepts deal with attributes and characteristics. As children explore their surroundings, they encounter a myriad of sensory experiences. By touching ice, they understand "cold"; by touching a warm pot or vessel, they might learn about "hot." These sensory-driven experiences are foundational in developing concepts that describe the inherent qualities of objects or experiences. Qualitative concepts often have opposing pairs which help children differentiate between attributes. 3.4. Relationships Relational concepts are essential for children to understand spatial, temporal, and causal connections. Concepts like "above" or "below" help children interpret spatial orientations. These concepts are often learned through direct interactions, such as placing a toy inside a box or observing birds flying above them. Mastering relational concepts is crucial for navigating the physical world and for understanding more complex abstract relations later in life. Quick Check 1 Which of the following is NOT one of the first types of concepts that children are introduced to? a. Objects due to their tangible nature b. Qualities based on sensory experiences c. Relationships because of their abstract nature d. People and their roles in the community 5 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 4. The Process of Concept Development Concept development involves creating mental representations or models of objects, ideas, or experiences based on observation, exploration, and interaction. This process allows children to organize their understanding of the world around them, enabling them to classify, infer, predict, and problem-solve. Observe the breakdown of the process of concept development. Generalisation & Integration & Refinement Abstraction Discrimination Application & Categorisation Concept Sensory Formation Experience Revision and Expansion Transfer Fig 4. The Process of Concept Development 4.1. Sensory Experience Children constantly engage with the world around them through their senses: seeing colours and shapes, hearing sounds, feeling textures, tasting foods, and smelling various scents. Hence, the first step in the process of concept formation is through their sensory experience. For instance, a child sees colourful fruits and vegetables at home and tastes them. This experience helps children to learn about concepts through their sense of taste. 6 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 4.2. Discrimination & Categorisation Once children have accumulated sensory experiences, they notice similarities and differences. For instance, they might realise that each fruit and vegetable is different. This observation allows them to classify or categorise objects. Early categorisations might be based on obvious or dominant features. For instance, children might categorise fruits and vegetables before refining their understanding. 4.3. Generalisation & Refinement Through Feedback After children learn to discriminate and categorise objects and events, they draw general observations. This generalisation involves drawing broad conclusions from specific instances. For instance, they might generalise all fruits and vegetables are delicious. However, after tasting a very spicy chilli, the child learns that not all foods taste the same way. Hence, they refine their concept of food that can be delicious as well as pleasant to their taste. 4.4. Integration & Abstraction Once the concepts are refined, children naturally begin to connect related concepts. Over time, they also start understanding more abstract concepts. For example, the child understands that food serves different purposes. They understand that food is eaten to provide the body with nourishment, and excessive eating is harmful to one’s health. 4.5. Application The next step after abstraction is the application of a concept; children apply concepts to new situations. Considering the example of the concept of food, when offered a balanced meal with fruits, vegetables, and proteins, the child recognises it as a complete "meal" even if it includes foods they hadn't encountered before. 4.6. Revision and Expansion As children encounter variation based on their experiences and feedback from adults, it helps refine these generalisations. Children learn more about concepts as they grow older, and with more experiences and knowledge, their concepts evolve. This is evident in the example when children grow and learn about nutrition; they understand that some foods are better for their health, while others are just meant to be enjoyed occasionally and are not good for their health. 7 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 4.7. Transfer This step signifies the maturity of a child's conceptual understanding. They begin to apply concepts from one domain to another. Understanding sharing in the context of sharing toys might make them share their snacks, too. The child applies the concept of making healthy food choices to other aspects of life, such as exercising to maintain a healthy lifestyle. This helps them in choosing activities that are good for their well-being. Quick Check 2 Which is the first step of concept development in children during the foundational stage? a. Generalisation & refinement b. Integration & abstraction c. Sensory experience d. Transfer 5. Role of Teacher in Concept Development As educators, we must consider the process of concept development while planning our teaching strategies. Teachers play a pivotal role because children are in the foundational years can have preconceived notions of a concept. These can contribute to various misconceptions that teachers need to tackle. Addressing misconceptions early through the guidance of teachers is essential for promoting concept and cognitive development in children. In this context, the teacher's role in concept development is to: 5.1. Providing Correct Information: Teachers play a vital role in offering accurate explanations to correct these misunderstandings. 5.2. Encouraging Inquiry: Teachers encourage children to ask questions and explore their ideas, fostering critical thinking. 5.3. Real-Life Examples: Teachers help children to relate concepts to everyday experiences, making concepts more understandable. 8 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 5.4. Promoting Objectivity: Teachers help children distinguish between subjective and objective concepts, emphasising evidence-based thinking. For instance, numbers and alphabet are abstract topics for preprimary. Thus, by understanding the process of concept development in children, we can tailor our teaching methodologies, especially in challenging environments, to ensure a comprehensive learning experience. Recap 1. Meaning of Concept Formation: It's the process by which children categorise the world, building mental representations or concepts based on experiences. 2. Concept formation in the foundational years shows features such as individualised, flexible and concrete concepts. 3. Types of Concepts: Concepts include objects, people, qualities, and relationships, divided into definite (e.g., shapes) and indefinite (e.g., love) categories. 4. Process of Concept Development: Children start with sensory experiences, then discriminate, categorise, generalise, refine, integrate, and apply concepts, with room for revision and transfer. 5. Role of Teacher: Teachers correct misconceptions caused by literal interpretation, vivid imagination, generalisation, and label misinterpretation. They provide accurate information, encourage inquiry, use real-life examples, exercise patience, and promote objectivity. 9 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Reflection Time 1. Which of the following statements is TRUE considering concept formation in the foundational years? a. It is primarily based on theoretical studies and logic. b. It derives mainly from sensory perceptions and tangible experiences. c. It is predominantly driven by verbal instructions. d. It is largely influenced by peer group discussions. 2. Which statement best describes the transformation of children's concepts as they grow? a. They move from specific to general and then back to specific. b. Concepts remain static and unchanging. c. They start with general concepts and evolve into more specific ones. d. Initially, concepts are vague and unspecified, but over time they become precise and differentiated. 3. At what stage do children start to understand the broader use of the concepts they have learned? a. Revision and Expansion b. Sensory Experience c. Transfer d. Integration & Abstraction 4. What approach should teachers take when children have misconceptions? a. Ignore the misconceptions as they will fade over time. b. Provide correct information and encourage inquiry. c. Focus solely on book-based knowledge. d. Discourage imagination to prevent misconceptions. 10 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development 5. After accumulating sensory experiences, children notice similarities and differences in objects or events. This observation allows them to _____ objects. a. abstract b. generalize c. classify or categorise d. Integrate 6. Which of the following best describes the role of teachers in addressing misconceptions and promoting concept development in children? a. Simply providing textbooks and letting children learn on their own. b. Encouraging children to memorise information without understanding. c. Guiding children by providing accurate information, encouraging inquiry, relating concepts to real-life experiences, exercising patience, and promoting objectivity. d. Avoiding challenging environments to prevent misunderstandings. 11 ©HubbleHox Technologies Pvt. Ltd. Foundational Level Concept Development Answer Key Quick Check 1 Pg. 5 c. Relationships because of their abstract nature Quick Check 2 Pg. 8 c. Sensory experience Reflection Time Pg. 10 1. b. It derives mainly from sensory perceptions and tangible experiences. 2. d. Initially, concepts are vague and unspecified, but over time they become precise and differentiated. 3. d. Integration & Abstraction 4. b. Provide correct information and encourage inquiry. 5. c. Classify or categorise 6. d. Guiding children by providing accurate information, encouraging inquiry, relating concepts to real-life experiences, exercising patience, and promoting objectivity. 12 ©HubbleHox Technologies Pvt. Ltd.