eact I would like you watch the following three Kids React videos; Kids React to
ID: 3452989 • Letter: E
Question
eact I would like you watch the following three Kids React videos; Kids React to Walkmans, Typewriters &Kids; React to Rotary Phones and answer the following questions. I would like you to identify the cognitive skills that are being demonstrated by the children and teens as they explore and problem solve how to use the outdated tools. Using Bronfenbrenner's theory create a list of ideas generated by the kids that are indicative of their surroundings and life experiences. Home school, media influences. what the items are and how they work? What elements or limits of preoperational thought are these kids demonstrating? What evidence is there of the strategies and skills acquired during the stage of concrete operations. Using Piaget's theory of cognitive development what aspects of the sensory motor stage of development are these kids still uing to figure out Piaget believes that knowledge is acquired through the process of assimilation and accommodation, identify this process being demonstrated by one of the kids. Vygotsky's theory disfusses the importance of private speech, talking to yourself, as a problem solving strategy. What evidence do you see of this? Vygotsky also discusses the strategies of scaffolding and mentoring as important to helping kids make cognitive advances, what evidence do you see of this. Often when kids are presented with material that they are unfamiliar with there is a noticeable emotional response. Identify some of the emotional responses demonstrated by the kids in the videos. How might the responses of the kids connect to the concept of temperament?Explanation / Answer
Note: This response is in UK English, please paste the response to MS Word and you should be able to spot discrepancies easily. You may elaborate the answer based on personal views or your classwork if necessary.
(Answer) (1) The commonality in the three videos is that the children are applying their cognitive abilities to recognise familiar elements in the old devices that are also present in some form on devices today. They are therefore trying to use their existing knowledge to best figure out how to use these unfamiliar devices.
(2) Bronfenbrenner explained that everything in a child’s environment is likely to affect how they grow and develop. He went on to explain that a child’s inherent qualities affect the social environment and vice-versa.
Bronfenbrenner’s biological model is in the form of concentric circles or levels that influence a child.
The first level – The Microsystem which is the child itself.
The second level – The Mesosystem which comprise of the family, school, playground, peers, religious institutions and healthcare systems.
The third level – The Ecosystem which contains the extended family, neighbours, friends of family, legal services, social welfare services and the mass media.
The fourth level – The Macrosystem is formed by the attitudes and ideologies of the society.
The fifth level – The Chronosystem is formed by all of the events and transitions that occur within a child’s life.
Children are able to recognise the unfamiliar devices because their family member has told them about it or because they saw it on TV or some other influence that helped them learn about these devices and brought about a sense of familiarity.
(3) Jean Piaget’s Stages of Development: Piaget’s stages of cognitive development –
Sensorimotor (0-2 years) Infant develops learning based on what is absorbed through the senses.
Preoperational (2-6 years) Child uses images to understand objects but does not understand them logically.
Concrete operational (7-12) Child can think logically about concrete objects. They can add, subtract and observe.
Formal operational (12 and up) The child understands abstract terms and is able to hypothesize.
Children in this video are particularly from the last three stages of Piaget’s theory of development. Where the youngest kids are able to absorb but not understand, the younger ones are able to observe and figure things out without truly understanding while the older kids are able to understand the old days, the old devices and how those inventions formed the base of the advanced devices we use today.
(4) Preoperational thought – The younger kids in the videos seem perplexed at these old devices and fail to understand their importance and why a landline was used when people could have directly invented the smartphone. They do not comprehend that in order to invent the smartphone, it was important to invent and explore basic and fundamental versions of these devices.
(5) Concrete operational – A few of the older children are able to figure out how these old objects were used and are able to understand that there once was a time when these devices were actually relevant.
(6) Assimilation and Accommodation – In the Walkman video, a girl named Samirah who was 6 years old seemed to know more about the walkman than kids who were older than her. Some older children took a while to figure out that the device plays music. One even tried to assimilate because the device had a similar play and pause FM and AM buttons as on some devices today. Samirah was able to accommodate the fact that the device needed to have a cassette to play music, unlike devices today.
(7) In the telephone video, there is a part in sepia tone where the kids are talking to themselves about how to dial on the rotary phone. This helps them in a way to make calculations about the situation and figure out along the way, how the device is used.
(8) In all of the videos, the presenters behind the camera keep giving the kids information intermittently about the workings of the old devices and how they are to be used. This helps them understand about the cassette player, how to dial the phone etc.
(9) All of the kids seemed skittish about the unfamiliar devices and they were guessing the functionality of the devices, prodding it and staring at the walkman, phones etc. from several angles.
(10) Generally, younger kids are a lot more excitable and garrulous about new things. However, in the videos, the teenagers seemed to be putting on more of a display and making hasty remarks and conclusions as compared to the little children. Perhaps, their temperament is a lot more affected by the presence of a camera-crew as compared to the little kids who would not particularly care as much about screen presence.
Related Questions
Navigate
Integrity-first tutoring: explanations and feedback only — we do not complete graded work. Learn more.