Theories of Cognitive Development (Jean Piaget & Lev Vygotsky)
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Transcript of Theories of Cognitive Development (Jean Piaget & Lev Vygotsky)
THEORIES OFCOGNITIVE
DEVELOPMENT
-the construction of human thought or mental processes.
THEORIES
VYGOTSKY’SSOCIO-CULTURAL
THEORYPIAGET’S THEORY
VS
OF COGNITIVE DEVELOPMENT
“ How individuals construct
knowledge “
Jean Piaget
BASIC COGNITIVE
CONCEPTS►SCHEMA►ASSIMILATION►ACCOMODATION►EQUILIBRATION
SCHEMA
the cognitive structures by
which individuals
intellectually adapt to and
organize their environment.
ASSIMILATION
The process of fitting a new
experience into an existing or
previously created cognitive structure
or schema.
ACCOMMODATION
The process of creating a new schema.
EQUILIBRATION
The process in achieving
proper balance between
assimilation and
accommodation.
A child’s
capacity to understand
certain concepts is based on
the child’s developmental stage.
Jean Piaget
From birth to infancy.
The stage when a child who is initially reflexive in grasping, sucking and reaching becomes more organized in his movement and activity.
SENSORI-MOTOR STAGE
This is the ability
of the child to
know that an
object still exists
even when out of
sight.
From 2-7 years old.
Intelligence is intuitive in nature.
PRE-OPERATIONAL
STAGE
ABILITIESSYMBOLICFUNCTIONEGOCENTRISM
CENTRATION
IRREVERSIBILITY
TRAN
SDU
CTIV
ERE
ASO
NIN
G
AMIN
ISM
Ages between 8-11
years (elementary school years).
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
CONCRETE-OPERATIONAL
STAGE
DECENTERINGREVERSIBILIT
YCONSERVATION
SERIATION
Ages between 12-15 years.
Thinking becomes more logical.
FORMAL OPERATIONAL
STAGE
LEV VYGOTSKY’SSOCIO-CULTURAL THEORY
Social Interaction
plays an important
role in cognitive
development.
Takes on a major
role in one’s development.
Learning happens through participation
in social activities.
SOCIAL INTERACTION
It affect and
influence the mental growth and
development of children.
CULTURAL FACTORS
Opens the door for learners to
acquire knowledge that others already have.
Serves a social function but it also has an important individual functions.
‘’talking-to-oneself’’
LANGUAGE
POTENTIAL LEVEL (level that the learner achieveswith the assistance of the teacher or a more advancedpeer)
ACTUAL LEVEL (level that the learner achieveswhen alone)
Zone of ProximalDevelopment (ZPD)
ZONE OF PROXIMAL
DEVELOPMENT
The support or
assistance that lets the child accomplish a task he cannot accomplish
independently.
SCAFFOLDING
When learners become more proficient, able to complete tasks on their
own that they could initially do without assistance, the
guidance can be withdrawn.
Scaffold and fade-away technique
“ What a child can do
in cooperation
today, tomorrow he/she will be able to do alone. ‘’- Lev Vygotsky
AL VPREPARED BY:
I NEDULSA