Considering Cognitive and Psychosocial Aspects in Teaching English for Young Learners

Age	Cognitive	Psychosocial
0-1	Sensorimotor	Trust vs Mistrust
1-2	Sensorimotor	Autonomy vs Shame/Doubt
2-6	Preoperational	Initiative vs Guilt
6-7	Preoperational/Concrete	Initiative vs Guilt
7-12	Concrete Operations	Competence/Industry vs Inferiority
12-20+	Formal Operations	Identity vs Role Confusion

Birth-1 Year of Age

Sensorimotor Interacts and learns by sensory and motor experiences.  Begins learning to control body and use it to obtain needs.  Early stage learning of object permanence (mother).

Trust Vs Mistrust Infants depend on caregivers to respond to their sensorimotor communications and meet their basic needs

Age 1-2

Sensorimotor Still interacts and learns by sensory and motor experiences, but is more efficient at doing so.  The ability to walk allows child to expand his/her sensory world..

Autonomy Vs. Shame/Doubt Toddlers learn to explore and do things for themselves. Their self-control and self-confidence begin to develop at this stage.

Age 2-6/7

Preoperational Language development is prominent.  Fantasy/imaginary play becomes key in learning about and expressing their understanding of the world.   Child’s view of the world is egocentric. Formal logic is not a part of their thinking..

Initiative Vs. Guilt Children begin to interact with environment using motor and language skills.   Impulse control is initiated by external structure. Guilt can often stem from an egocentric understanding of the world around them.

Age 6/7-12

Concrete Operations Perform logical operations (i.e. basic math skills, categorical, thinking), but only in relation to concrete objects, not abstract ideas. Able to understand a situation from another person’s perspective.

Competence Vs. Inferiority School is a central part of life at this stage. Children learn to master basic social and academic skills.   Peers are the key social agent and they begin to compare themselves to other children.

Age 12-20

Formal Operations Abstract, theoretical, philosophical, and scientific reasoning becomes possible. Long term cause and effect speculations begin to occur. Adolescents begin to question, reinterpret and revise their previous knowledge base.

Identity Vs. Role Confusion Adolescents begin to ask the question, "Who am I?"  The adolescent typically relies on his/her society of peers to help resolve the inner conflicts.

Aspects to Consider in Teaching English to Young Learners

What are the delights and difficulties of teaching English to young learners?
What are kids generally likes?

• Physically active
• Enthusiastic
• Short span of concentration
• Imaginative
• Get bored easily
• Egocentric
• Musical (chant)
• Great capacity of learning

Cognitive Development
Primary components of Jean Piaget's 4-Stage Model:

• Sensorimotor 0-2 years
• Preoperational 2-7 years
• Concrete Operations 7-11 years
• Formal Operations 12+ years

Sensorimotor Stage (0-2 years)

• Infant's world consists of the immediate environment
• Interact and learn by sensory input (hearing, feeling, seeing) with motor capabilities (= holistic learning)
• Gradually learn to control their own bodies as well as objects in the external world.
• The ultimate task at this stage is to achieve the sense that objects go on existing even when we cannot see them (Object Constancy/Permanence). 

Preoperational Stage (2-7 years)

• Developing ability to employ images and symbols, especially language
• Play becomes key in learning. Begin to see use of symbolism ini pretend play (e.g. Use a broomstick as a "horse")
• Child's view of the world is egocentric
• Logical organization of thoughts remains undeveloped (e.g. unable to apply principles yet)

Concrete Operations (7-12 years)

• Perform logical operations, but only in relation to concrete objects, not abstract ideas.
• Basic math skills developed (counting, addition, subtraction) as well as an understanding of conservation. 
• Can sort items into categories, reverse the direction of their thinking, and think about two concepts simultaneously. 
• Able to understand a situation from another person’s perspective.

Formal Operations (12+ years)

• Begin to think logically and abstractly, including speculations about what might happen in the future. 
• Theoretical, philosophical,  and scientific reasoning becomes possible
• Abstract concepts and moral values become as important as concrete objects.
• With these newly developed thinking abilities, adolescents begin to reinterpret and revise their knowledge base. 

The Implications

• Classroom habits
• Teacher talk
• What are the activities like?
• What are the materials like?

Classroom Habits: How?

• Building up teachers' confidence and self-esteem
• Building up learners' self-esteem
• Creating a positive classroom atmosphere
• Building up class rules and procedures

Teachers' Talk

• Use English to teach English
• Teacher as a model
• Teacher as a caretaker
• Characteristics:
1. Simple
2. Slow
3. Repeating, recasting, reacting positively
4. Exaggerated pronunciation
5. Language accompanying actions

What are the activities like?

• Varied: stir and settle
• Fun
• Hands-on/practical
• Lively-paced/dynamic
• Involve interaction

What are the materials like?

• Realistic
• One thing at a time
• Integrated
• Allow learners to get involved
• Recycle (reinforced in other parts)

A good textbook is ...

• Objectives explicitly lain out in the introduction and implemented in the material
• Content clearly organized and graded (Principles = Krashen's comprehensible input)
• Interesting and varied topics and tasks
• Fluently practice in all four skills
• Periodic review and test section
• Clelar, attractive lay out; print easy to read
• Adequate guidance for the teacher
• Audio cassettes

How do we assess (very) young learners?

1. Portfolio assessment
2. Structured assessment activities/tasks
3. Observation
4. Traditional tests