Cognitive Development Webversion

7/28/2019 Cognitive Development Webversion

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Cognitive Development


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Outline of Cognitive Development

I. Development A. Definition of

Development: B. Influential Factors of

Development

C. Principles ofDevelopment

II. Piagets Theory A. Basic Assumption

B. Influences onDevelopment C. Basic Structures and

Processes Four Stages of Development

III. Vygotskys Theory The Social Cultural

Perspective Basic Assumptions Practices and Applications

IV. Comparison ofTheories and Implicationsfor Teachers


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Key Terms

Development Continuous theory Discontinuous theory

Piaget Definition of Cognitive Development

Schemes Adaptation Assimilation Accommodation Equilibration/Disequilibration

Sensorimotor Stage Reflexes

Object Permanence PreoperationalStage Conservation Centration Reversibility Egocentric

Concrete Operational Inferred Reality Seriation Transitivity Class Inclusion

Formal Operations Adolescent Egocentrism Metacognition

Vygotsky Sign Systems Self Regulation

Private Speech Zone of Proximal Development Scaffolding


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Stages of Cognitive Development


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Piagets Assumptions andImplications for Teachers

1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively

trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts mustbe understood in the context of wholes.

Therefore, the learning process focuses on primary concepts, not isolated facts.

3. We must understand the mental models that students use to perceive theworld and the assumptions they make to support those models.

Therefore, we must observe and listen to students.

4. The purpose of learning is for an individual to construct his or her ownmeaning, not just memorize the "right" answers and regurgitate someoneelse's meaning.

Therefore, since education is inherently interdisciplinary, the only valuable way tomeasure learning is to make the assessment part of the learning process,ensuring it provides students with information on the quality of their learning.


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Principles to Guide Teaching

Principles:1. Children will provide different explanations of reality at different stages

of cognitive development.

2. Cognitive development is facilitated by providing activities or situations

that engage learners and require adaptation (i.e., assimilation andaccommodation).

3. Learning materials and activities should involve the appropriate level ofmotor or mental operations for a child of given age; avoid askingstudents to perform tasks that are beyond their current cognitive

capabilities.

4. Use teaching methods that actively involve students and presentchallenges.


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Examples for Teaching

For children in the sensorimotor stage,teachers should try to provide a rich andstimulating environment with ample objects

to play with.

Children in the concrete operational stage,learning activities should involve problems

of classification, ordering, location,conservation using concrete objects.


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Vygotsky's Theory of CognitiveDevelopment

The Social CulturalPerspective Basic

Assumptions

The Role of Society Thought and Language

The Role of Adults

Practices and

Applications


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Basic Principles of VygotskysFramework

Children construct their own knowledge

Development can not be separated from its socialcontext

Learning can lead from development

Language plays a central role in mentaldevelopment


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Stages of Language Development

Social speech (or external speech)A child uses speechto express simple thoughts and emotions such as crying,laughter and shouting

Egocentric Speech children often talk to themselves,regardless of someone listening to them. They things outloud in an attempt to guide their own behavior

Inner Speech It is inner, soundless speech which allowsthe child to direct his/her thinking and behavior.


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Vygotskys Model of Scaffolding


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The Bottom-line

Children actively construct their knowledge

Social interaction is essential for cognitive

development

Cognitive development involves relatingnew information to prior knowledge

Children often think in different ways atdifferent ages

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