When I think of Child Development

"Children are like wet cement.  Whatever falls on them make an impression."~ Dr.  Haim Ginott

Children seldom misquote.  In fact, they usually repeat word for word what you shouldn't have said.  ~Author Unknown

Nequiatuia,

Your post were great, it was great to read them week after week.  Your post about Poverty and how you overcame it was really inspiring.  The particular post left a powerful impression in my mind thanks for the post.  Good Luck in your future classes!!!

Anna

Reading your various post were wonderful.  The experiences you have from living overseas really bring different perspectives to the class. It was great to see how you handle diverse people in the military from all over the world.  Good Luck and Thanks for the Post!!!!!

Testing For Intelligence

I believe that assessing a child through standardized test is not a good way.  I believe a standardized test does not measure how smart a child is.  Sometimes I believe schools stress so much on passing standardized test that children may not receive the basic educational needs. Every child learns differently I think that a child should be assessed at the end of each semester and then get help on what areas they are lacking in so that they have a better understanding.  Or maybe educational professionals can try to do some type of hands on learning so children can remember it. 

Children in China seem to memorize and learn throw repeat ion which helps them learn and retain the learned information.  Experience has shown Chinese students do not tend to ask as many questions as Western students (Biggs, 1996a). In Chinese culture questioning may be seen to represent a challenge to the teacher (Ginsberg, 1992). However Chinese teachers

Assume the role of mentor and role model far more so than Western teachers. They

Interact with students after class in a more informal mode (Stevenson & Stigler, 1992)

Far more than their European counterparts. It would also be incorrect to assume that

Chinese classes are entirely teacher centered. Student participation can include rapid

Fire questions by the teacher, answered by one student on behalf of the class while

The other students participate by listening and tend to follow a sequence of Initiation,

Response and Follow-up to reinforce the learning (Cortazzi, 1998).

Biggs, J. (1996a). Academic development in Confucian heritage culture, paper

Presented at the International Symposium on Child Development. Hong Kong.

Cortazzi, M. (1998). Learning from Asian lessons: Cultural experience and classroom

Talk. Education, 26 (2), 42 - 49.

Ginsberg, E. (1992). Not just a matter of English. HERDSA News, 14 (1), 6 - 8.

Stevenson, H. W., & Stigler, J. (1992). The learning gap. New York: Summit Books.