Report on Operational Thinking

Operational Thinking

Developing operational thinking, the ability to think logically, is an important part of preparing for activities that use symbols such as writing, reading, and mathematics.

-          According to researchers, children need training and practice to learn to think logically.

-          Children 2-7 are at the stage of preoperational thinking. They can naturally understand symbols such as numbers and words, but they cannot use them logically.

Theory of Mind & Operational Thinking

An understanding of how self and others think. Many children 3-6 ca recognize the thoughts, emotions, and perceptions of others. One theory mind test investigated whether a child will try to deceive or fool someone else.

At the age of four, they begin to understand that the thoughts of others can be different from their own.

Conversation & Operational Thinking

The understanding that quantities and measurements such as length, volume, and area are not affected by changes in shape or placement.

Without training and practice, children will not develop this ability until the age of ten. In many parts of the world, schools begin to teach mathematics before the age of ten without giving the children the opportunity to develop their logical thinking and expand their experience with quantities. It diminishes the opportunity to make it easier for the children to learn math while they are young.

57.

A. Encourage children to cooperate with others and pay attention to the feelings of others.

B. Invite children to describe a photograph to tell a story about it.

C. Repeat words using correct grammar rather than correcting children’s language.

D. Encourage children to talk about what they do and what they feel.

58.

A. Naming and describing objects.

B. Identifying objects that start with a given sound.

C. Matching labels with objects.

59.

1.      They have overly positive ideas about themselves and what they can do.

2.      They start to develop social skills and have interactions of some kind with each other.

3.      Their use of positive pronoun such as my, your, mine, hers, his etc.

60.

3- 4 years, I will present for them an activity: they catch a ball and throw it to a written number on the floor then they jump to the same number or the box.

First Figure: First Activity

4-5 years, I will present for them circular lines on the floor and a box full of balls at the beginning and an empty box at the end, and they will transfer the balls to the other box.

Second Figure: Second Activity

5-6 years, I will present for them a line on the flow and a box at the beginning with balls and other one at the end. They will have to transfer the balls with a spoon in their mouth.

Third Figure: Third Activity

61.

- Isolation properties.

- Working from simple to complex.

- Displaying materials in certain ways.

- Identifying the work area.

62.

The first presentation could be pouring from one glass pitcher into an identical pitcher. When the child learns to pour the water without spilling, the teacher will present the pouring of containers of different sizes and types, with practice using carefully ordered materials.

63.

A. Sturdy, light enough to carry trays made of wood or plastic.

B. Completeness of materials allows the children to learn without the distraction of trying to work with incomplete or inadequate materials.

C. T

D. The Montessori materials has a self-control to help the children follow the right order and they make a mistake, they will go back to the writing order.

E. To encourage the children to cooperate, develop patience, and respect the work of others.

64.

How to use their rug, how to roll it up, and store it in the particular space

65.

-          Imagination: Creative ideas based on what is real.

-          Fantasy: creative ideas based on what is not real.

66.

Practical life materials involve real-life materials and a step by step techniques, and include activities such as sweeping, dusting, and pouring. The materials must be right for the task and areal objects, not toys.

67.

Sensorial Materials.

68.

Geography, history, zoology, botany, and science.

69.

Because quantities can be represented in a concreter, tangible manner. For instance, children see, feel, and hold the quantities from one to ten when working with the number rods.

70.

No, he doesn’t.

71.

The prepared atmosphere.

72.

To give the children the opportunity to use their whole bodies in every activity they do.

-          They are constantly learning how to adjust to their rapidly changing bodies and control their movements.

73.

Because teachers have the responsibility to keep children safe, observing is also an important part of the Montessori Method.

74.

D.

75.

- To indicate if there is a problem in the prepared environment.

- To consider if the materials are clean and complete.

- Is she adding new practical life activity on a regular basis?

- Does she has nutritious snack for the children?

- Is there anything jarring or distracting?

76. 

Because each building is different, each Montessori classroom will look unique.

77.

Constructive roaming.

78.

A. Teachers are responsible for the care of classroom pets. This includes arranging holiday care.

B. Make sure children and pets are protected from harm.

C. Check all plants for toxicity.

D. For the animals, check with parents about allergies children might have.

79.

True

80.

A. Chairs: 10-12 inches high.

B. Table: Tables top should be about 8 inches from the top of child’s lap.

C. Shelves: No more than 32 inches high and arc open.

81.

I will use it to arrange my classroom and to choose the furniture that I will use for my classroom.

82.

I think the ideal playground should contain a sandbox, where children can play with sand and talk together, and a garden where children can plant, touch, grow vegetables, and care for them, the children needs to include sunny places as well as shaded places.

The garden will give them the chance to see living things lifecycle and the change of the season. The playground should be built with a soft surface like sand, pea gravel, wood mulch, or grass. A place where children can do balancing. A place where children can climb up and down.

83.

Is the time that the child concentrates on a single task from start to finish?

84.

1.      She issues this invitation as pleasantly and respectfully as she would invite a guest to her home.

2.      Takes time to smile at the child.

3.      She invites the child to join her at the shelf where the materials are kept.

4.      When she invites the child to participate in a practical life presentation, the teacher names the activity.

85.

If the child is younger or has trouble concentrating, it is because she can make better eye contact. If she is presenting to a child who is left-handed and has difficulty presenting with her non-dominant hand or if she is presenting to more than one child.

86.

1.      Placing materials on the work area and handling it carefully are important elements of the presentation.

2.      The teacher places material on the work area in front of the child from left to right following the way in which words are read on a page in western words.

3.      The teacher then presents the entire activity step by step taking care to isolate each step of the procedure. Often begin with how to handle the material.

4.      Because the activity is new to the child, the steps must be broken down methodically and distinctly so the child can see each one in isolation and will be able to repeat them, the teacher minimizes her movements and pauses after each step.

5.      When placing materials, the teacher places them in the correct order and in the correct place.

87.

The teacher only intervenes if the child is not using the material with care because much of what a child can learn from the material comes from self-initiated exploration. The teacher always learns new approaches to an activity through observing the child working with the material creatively.

88.

Presentations at the early childhood are most often giving to children individually.

89.

Individual Presentations: to introduce all of the sensorial activities and most of the practical life, culture, science, math, language, and art.

Small Group Presentations: When demonstrating tasks like carrying a chair, they are most common in culture and science activities, but are also used for some practical life language, art, and math activities.

Collective Presentations: a presentation that the teacher gives to the whole class at the same time often made at the circle time.

90.

True.

91.

1.      Preparing the idea of the lesson such as presenting three letters.

2.      Inviting the child to participate in the lesson.

3.      Holding the materials and sitting with the child.

4.      Putting the letters in order.

5.      Telling the child the name of the letters with keywords, this is.

6.      Asking the child where is the letter ___?

7.      Asking the child what is this>

8.      Evaluating the child’s success.

92.

-          Stay aware of the child’s readiness to learn something and provide opportunities for the child to experience that learning in an interesting, satisfying, and challenging way.

-          Tailor the activity to the child. This requires observation of the child and preparation and practice in presenting the appropriate activity.

-          Plan an activity carefully beforehand, preparing the materials and rehearsing the steps of the presentation so that the presentation will go smoothly.

-          Some teachers, especially less experienced teachers practice presenting an activity to other adults before presenting to the children.

93.

Perhaps the child is tried, hungry, or the teacher is talking too much and distracting the child.

94.

Make the activity active is that activities do not focus on the teacher but on what the child learns and discovers by working with the materials after the teacher makes a presentation.

The child-centred: focus the activity on what the child is drawn to do.

95.

That the classroom is interesting and beautiful and that it is for the children, not for adults.

96.

I could schedule a phase-in period for reduced period of times during the first few weeks.

97.

A. A well-prepared Montessori environment is very unique from any other environment because everything on the shelves has its own purpose and its own place. Every the walls are clean and the visual information is organized. Studies have shown that large number of colours cause disturbance for the majority of children. And make their mind work the time.

98.

Puzzles, colouring papers, interlocking blocks, pegboards, and stacking rings.

99.

The rule of respecting everyone in the classroom and dealing with the friends, and waiting everyone patiently to finish his work.

100.

1.      She saw them the classroom including hooks, coats, shelves, and personal belongings.

2.      The bathroom and the signal that shows that the bathroom is in use.

3.      The tissues and wastebaskets.

4.      Where they can work tomorrow.

5.      Indicate the areas that the new children cannot work yet.

6.      The empty shelves that will contain interesting things soon.

7.      The bell that the teacher will use to make the children have their work and lesson to her.