development influence teaching and learning. explain how each of the following psychological stages of child (10marks) i. Explain the concept, 'readiness to learn' ii. Sensory motor stage 0-2 iii. Pre-operational stage 2-5 iv. Concrete stage v. Formal opérational stage QUESTION TWO i: Describe the three lower objectives of learning under the cognitive domain. (3mg) ii. Outline five characteristic differences between the teacher and lear centred methods of teaching and learning. (5ma

QUESTION ONE<br /><br />i. Readiness to learn refers to the state of being prepared or ready to learn. It is the willingness and ability of a child to engage in new learning experiences. Readiness to learn is influenced by various factors such as physical, emotional, and cognitive development. When a child is ready to learn, they are able to focus, pay attention, and actively participate in the learning process.<br /><br />ii. The sensory motor stage, which occurs from birth to around 2 years old, is characterized by the child's understanding of the world through their senses and motor activities. During this stage, children learn about their environment by touching, tasting, and manipulating objects. They develop basic motor skills such as crawling, walking, and grasping. Language development also begins during this stage, with children starting to use single words and simple sentences.<br /><br />iii. The pre-operational stage, which occurs from around 2 to 5 years old, is characterized by the child's ability to think symbolically and use language. Children in this stage engage in pretend play and begin to understand the concept of conservation. However, their thinking is still egocentric, meaning they have difficulty seeing things from another person's perspective.<br /><br />iv. The concrete operational stage, which occurs from around 7 to 11 years old, is characterized by the child's ability to think logically about concrete objects and events. Children in this stage can classify objects, seriate (arrange objects in order), and understand the concept of reversibility. They can also understand conservation and can perform simple mathematical operations.<br /><br />v. The formal operational stage, which occurs from around 12 years old and beyond, is characterized by the child's ability to think abstractly and hypothetically. They can engage in problem-solving, logical reasoning, and hypothetical thinking. They can also understand complex concepts such as algebra and calculus.<br /><br />QUESTION TWO<br /><br />i. The three lower objectives of learning under the cognitive domain are:<br />1. Knowledge: This involves the recall of basic facts and concepts.<br />2. Comprehension: This involves understanding the meaning of the material and being able to explain it in one's own words.<br />3. Application: This involves using the knowledge in new situations.<br /><br />ii. Five characteristic differences between teacher-centered and learner-centered methods of teaching and learning are:<br />1. Teacher-centered methods focus on the teacher as the main source of information, while learner-centered methods focus on the student as the main source of learning.<br />2. Teacher-centered methods involve lectures and rote memorization, while learner-centered methods involve active participation and hands-on learning.<br />3. Teacher-centered methods emphasize the transmission of knowledge, while learner-centered methods emphasize the construction of knowledge.<br />4. Teacher-centered methods often involve a one-size-fits-all approach, while learner-centered methods cater to individual learning styles and needs.<br />5. Teacher-centered methods often involve passive learning, while learner-centered methods encourage active engagement and critical thinking.