Understand Schema, Understand Difference.

Green, Bonnie A.

In decades past, children entered into classrooms that were less diverse. They all came in knowing much of the same information, having had very similar experiences. They spoke the same language, ate the same food, and heard the same stories and music. In many case, they even knew each other. This group of less diverse students stayed less diverse as they progressed through 12 years of school, all together. Today, few classrooms have children who share similar backgrounds. Children come from different types of family structures and cultures. Many speak languages beyond what is spoken in the classroom. Today, teachers are faced with a more diverse set of students. Is it easier to teach less diverse students? Well, it probably is, however, at a cost.

SCHEMAS (Psychology) in children; COGNITION in children; COGNITIVE ability; COGNITIVE development; CHILD psychology; PSYCHOLOGY of school children; EDUCATIONAL psychology

Journal of Instructional Psychology, 2010, Vol 37, Issue 2, p133

0094-1956

Academic Journal