Taxonomy of Cognitive Learning Objectives †MyAssignmenthelp.com

Question: Discuss about the Taxonomy of Cognitive Learning Objectives. Answer: Introduction: This article studied the application of Blooms questioning technique among the preschoolers to make them engaged in classroom. It inculcates a solid base of knowledge content among the preschoolers to make them prepared for complex thinking. Blooms taxonomy has six steps in the questioning level: remembering, understanding, applying, analysis, synthesis and evaluation. At every level of this taxonomy, questions start becoming difficult demanding deeper thinking than usual. This develops high level questioning ability in the child expanding their perspective on a topic. This revised method of taxonomy help teachers for the measurement and organization of the things what they want to measure. This article investigated taxonomy as a questioning tool that can be utilized by teachers to prepare the curriculum according to the pupils ability (3 to 4 year olds) to answer a question in the context to the next level of knowledge. This method in the given article showed that when it is employed in the classroom, the preschoolers follow abstract thinking concepts like analysis, evaluation and creation. The authors mentioned that remembering of information is important for the children to answer the questions of high order thinking. Before a child understand a question and try to answer it, it is important for them to remember the information. This taxonomy questioning help to extend thinking level of preschoolers and encourage high cognitive thinking skills in them. This further encourages children to understand content and invite higher thinking skills like making judgments, problem solving, evaluation, reflection and assessment of their knowledge. When teachers ask children complicated questions, it aid them in becoming self-directed thinkers. The taxonomy method mentioned in the article is an effective measuring tool used by early child educators to track child thinking ability and knowledge. In the new version, it helps the educators to frame type of questions that are required in classroom to make the children engaging and develop high order thinking skills. It also helps teachers to make the young pupils acquire in-depth thinking skills, improve and expand their subject knowledge using the Blooms questioning techniques (Rakap, Cig Parlak?Rakap, 2017). The technique illustrated in the article has positive implications on early childhood education and pedagogy where they know what kind of questions they need to frame and ask children in order to inculcate high thinking and cognition. This type of questions in the form of taxonomy is an important strategy that supports a childs learning and thinking ability (Adams, 2015). This article is useful for the teachers to keep a record of children progress by asking them high-le vel questions and documenting of their way of answering them. This article has a major limitation, as it did not address the question of values and transformation, rather mainly focused on behaviour change. Therefore, as an early childhood educator, this article is useful as it reflects on the child growth while considering the changes required and needs to inculcate high-level thinking skills in the preschoolers as well as viewing one as a teacher researcher. It also helps them in the preparation and examination of curriculum alignment using Blooms Taxonomy levels (Cannon Feinstein, 2014). References Adams, N. E. (2015). Blooms taxonomy of cognitive learning objectives.Journal of the Medical Library Association: JMLA,103(3), 152. Cannon, H. M., Feinstein, A. H. (2014). Bloom beyond Bloom: Using the revised taxonomy to develop experiential learning strategies.Developments in Business Simulation and Experiential Learning,32. Mufson, L., Strasser, J. (2015). Moving Beyond Who, What, When, Where, and Why: Using Bloom's Taxonomy Questioning to Extend Preschoolers' Thinking. Teaching Young Children, 9(1), 1-4. Retrieved from https://education.ky.gov/curriculum/conpro/prim-pre/Documents/Moving%20Beyond%20Who%20What%20When%20Where%20Why.pdf Rakap, S., Cig, O., Parlak?Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives.Journal of Research in Special Educational Needs,17(2), 98-109.