Mayra Cortes Critical Reflection #3

Mayra Cortes Critical Reflection #3
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  • Mom, is that a cat?
  • Yes, it is.
  • That looks like a cat. It has a tail, four legs, two ears, but it made a sound.
  • hisssss!
  • Mom, is that a cat?
  • No, that is a dog.
  • That looks like a cat. It has a tail, four legs, two ears, but it doesn't meow or hiss.
  • woof woof!
  • The parent is reading her child a book about cats. So, the child is beginning to develop her schema about what a cat is.
  • Here, the child is expanding their understanding of a cat. She experienced disequilibrium when the cat hissed because this wasn't in her schema. So, she is adding information to her schema when the parent confirms the animal is indeed a cat. This is the assimilation process.
  • Uno, dos, tres, cuatro, cinco...
  • Si, Mayra.
  • Perdon maestra, esos son los numeros verdad?
  • Here, the child's new schema is formed to recognize that this dog is different from a cat even though it has some of the same traits. This is the accommodation process.
  • Si, Mayra. Pero los estoy diciendo en Ingles.
  • One, two, three, four, five...
  • Perdon maestra, esos son los numeros verdad?
  • In the following panels I will make sense of a learning expereince using Piaget's theory.
  • Here, I am able to recognize that these are numbers becasue of my schema. I am expanding my understnading of numbers. I expereinced disequilibrium when my teacher said numbers beyond what I had known. So, I most likely added information to my schema when my teacher confirmed they were indeed numbers I know in Spanish. This is the assimilation process.
  • Creo que esos son los numeros. Uno, dos, tres, cuatro, cinco...
  • Here, my schema is formed to recognize that these numbers are still numbers aeven though they are being said in a language I am not familiar with. This is the accommodation process.
  • Esos son los numeros. Uno, dos, tres, cuatro, cinco...pero no entiendo porque los esta diciendo asi.
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