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Allyn & Bacon Allyn & Bacon

COGNITIVECOGNITIVE

DEVELOPMENTDEVELOPMENT

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Learning DomainsLearning Domains

Cognitive intellect / thinking (facts,Cognitive intellect / thinking (facts,

concepts, proced res!concepts, proced res!

A"ective #eliefs / val es / attit desA"ective #eliefs / val es / attit des

$sychomotor movement / physical$sychomotor movement / physicalactivities (vol ntary m scles!activities (vol ntary m scles!

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Developing and % rt ring theDeveloping and % rt ring the'hole )t dent'hole )t dent

CognitiveCognitive) #*ect content) #*ect contentCritical thinkingCritical thinkingLifelong learningLifelong learning

)ocial)ocial

+motional+motionaloraloral$hysical$hysical

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De-nition of DevelopmentDe-nition of Development

. estions Across 0heories. estions Across 0heories'hat is the so rce of development1'hat is the so rce of develo

pment1%at re vs2 % rt re%at re vs2 % rt re3mpossi#le to separate, #oth are critical3mpossi#le to separate, #oth are critical

'hat is the shape of development1'hat is the sha

pe of development1Contin ity vs, Discontin ityContin ity vs, Discontin ity3s progress grad al, or in stages13s progress grad al, or in stages1

0iming4 3s it too late1 0imin

g4 3s it too late1Are thereAre there critical periodscritical periods 5here certain5here certaina#ilities need to develop1a#ilities need to develop166sensitive periodssensitive periods 7 may #e a #etter descriptor7 may #e a #etter descriptorof 5hen children are especially responsive toof 5hen children are especially responsive tocertain e8periencescertain e8periences


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Types of DevelopmentalTypes of DevelopmentalChangeChange

Development:Deve

lopment: orderly, adaptiveorderly, adaptivechanges #eginning at conceptionchanges #eginning at conceptionand ending 5ith death2 9o r types4and ending 5ith death2 9o r types4

$hysical changes in #ody$hysical changes in #ody$ersonal changes in personality$ersonal changes in personality

)ocial changes in relating to others)ocial changes in relating to othersCognitive changes in thinkingCognitive changes in thinking

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Brain Development(continued) Cere#ral Corte8

largest part of #rain develops more slo5ly, and is more

sensitive to environmental

in> ences 3nvolved 5ith comple8 pro#lem=solvingand lang age

)peciali?ation and integration

)peciali?ation = laterali?ation of @hemisphereso :ight spatial/artistico Left speech/lang age

+ach hemisphere controls theopposite

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Brain=Based +d cationBrain=Based +d cation

+arly stim lation for #rain development+arly stim lation for #rain development

o?art e"ect4 s per stim lation of ne ronso?art e"ect4 s per stim lation of ne rons

:ight/Left Brain 3nstr ction:ight/Left Brain 3nstr ction:ight=#rained (left=handed! artistic and spatial:ight=#rained (left=handed! artistic and spatialorientationsorientationsLeft=#rained (right=handed! math, science,Left=#rained (right=handed! math, science,logic orientationslogic orientations

'here does science end, and spec lation'here does science end, and spec lation#egin1#egin1

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3nstr ction and Brain3nstr ction and BrainDevelopmentDevelopment

+8periences and direct teaching ca se+8periences and direct teaching ca sechanges in the organi?ation andchanges in the organi?ation andstr ct re of #rainstr ct re of #rain

3mplications for teachers43mplications for teachers4Cognitive f nctions are di"erentiatedCognitive f nctions are di"erentiatedlearners tend to have preferred modes oflearners tend to have preferred modes ofprocessing (vis al, a ditory, kinesthetic!processing (vis al, a ditory, kinesthetic!

0eachers m st provide 0eachers m st provide enrichedenrichedenvironmentsenvironments and seand se exible instructionalexible instructionalstrategiesstrategies thatthat address the di"erentaddress the di"erentmodalitiesmodalities of st dentsof st dents

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0heories of Cognitive 0heories of CognitiveDevelopmentDevelopment

22 $iaget7s Cognitive 0heory of$iaget7s Cognitive 0heory of

Development ()tage 0heory!Development ()tage 0heory!

@2@2 ygotsky7s )ocioc lt ral $erspectiveygotsky7s )ocioc lt ral $erspective

.2.2 neo=$iagetian 0heoriesneo=$iagetian 0heories

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Pia et: Ba!ic Tendencie!Pia et: Ba!ic Tendencie!in T"in#inin T"in#in

;rgani?ation;rgani?ation)chemes / schema4 #asic # ilding #locks of)chemes / schema4 #asic # ilding #locks ofthinking mental systems or categories ofthinking mental systems or categories ofperception and e8perience that allo5 s toperception and e8perience that allo5 s tomentally think a#o t o#*ects/eventsmentally think a#o t o#*ects/events

Adaptation (adapting to the environment!Adaptation (adapting to the environment!Assimilation -t ne5 info into e8isting schemaAssimilation -t ne5 info into e8isting schemaAccommodation ne5 info reE ires modi-cationAccommodation ne5 info reE ires modi-cationof e8isting schemaof e8isting schema

+E ili#ration+E ili#ration+E ili#ri m e8isting schema 5orks in ne5+E ili#ri m e8isting schema 5orks in ne5sit ationsit ationDiseE ili#ri m = e8isting schema does %;0 5orkDiseE ili#ri m = e8isting schema does %;0 5orkin ne5 sit ationin ne5 sit ation $"ere learnin occur!$"ere learni n occur!

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a et ! ta e! oa e ! a e! oCo nitiveCo nitive

DevelopmentDevelopment)ensorimotor)ensorimotor$re=operational$re=operationalConcrete operationsConcrete operations9ormal operations9ormal operations) mmary of stages 0a#le @2@, p2 FG) mmary of stages 0a#le @2@, p2 FG

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&en!orimotor&en!orimotor

&ta e: * +ear!&ta e: * +ear!Learning thro gh GLearning thro gh Gsensessenses;#*ect permanence;#*ect permanence

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,ule! 'or,ule! 'or

Toddler!Toddler!3f 3 like it, it7s mine23f 3 like it, it7s mine23f it7s in my hand, it7s mine23f it7s in my hand, it7s mine2

3f 3 can take it from yo , it7s mine23f 3 can take it from yo , it7s mine23f 3 had it a little 5hile ago, it7s mine23f 3 had it a little 5hile ago, it7s mine23f it7s mine, it m st never appear to3f it7s mine, it m st never appear to

#e yo rs in any 5ay2#e yo rs in any 5ay2

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,ule! 'or Toddler!-,ule! 'or Toddler!-continuedcontinued

3f 37m doing or # ilding something, all3f 37m doing or # ilding something, allthe pieces are mine2the pieces are mine23f it looks like mine, it7s mine23f it looks like mine, it7s mine23f 3 sa5 it -rst, it7s mine23f 3 sa5 it -rst, it7s mine23f yo are playing 5ith something,3f yo are playing 5ith something,and yo p t it do5n, it a tomaticallyand yo p t it do5n, it a tomatically#ecomes mine2#ecomes mine23f it7s #roken,3f it7s #roken,

its yours!

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Concrete Operational &ta e!: / e!Concrete Operational &ta e!: / e!.011.011

Iands on thinkingIands on thinking

Concepts mastered4Concepts mastered4Conservation (amo nt nchanged if nothing added orConservation (amo nt nchanged if nothing added orremoved!removed!3dentity (material remains the same if nothing added or3dentity (material remains the same if nothing added orremoved!removed!Compensation (change in one direction compensates forCompensation (change in one direction compensates fora change in the other direction!a change in the other direction!

:eversi#ility (mental!:eversi#ility (mental!Classi-cationClassi-cation)eriation orderly arrangement (largest to)eriation orderly arrangement (largest tosmallest!smallest!

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OperationalOperational

Stage: Ages 11Stage: Ages 111515 %ot all individ als reach%ot all individ als reachthis stagethis stage

Iypothetico=ded ctiveIypothetico=ded ctivereasoningreasoning(hypothesi?ing/general to(hypothesi?ing/general tospeci-c!speci-c!

)cienti-c reasoning)cienti-c reasoningAdolescent egocentrismAdolescent egocentrism& imaginary a dience& imaginary a dience

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mp ca ons oPiagets Theory forPiagets Theory for

TeachersTeachers Jnderstanding st dents7 thinkingJnderstanding st dents7 thinking3ndivid als constr ct kno5ledge3ndivid als constr ct kno5ledgelearning is anlearning is an /CTIVE/CTIVE processprocessal e of play4 play is a child7s 5orkal e of play4 play is a child7s 5orkGuideline!Guideline!

atch teaching to cognitive stage4atch teaching to cognitive stage4Hunts problem of the matchHunts problem of the match

$resentation strategies$resentation strategies3ll strations and e8amples3ll strations and e8amplesAssignmentsAssignmentsJse diseE ili#ri m (at a * st rightJse diseE ili#ri m (at a * st right

level! to motivatelevel! to motivate

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Implications of PiagetsImplications of PiagetsTheory for TeachersTheory for Teachers

Hunts problem of the matchHunts problem of the match

DiHc lty level of material m st matchDiHc lty level of material m st matchthe a#ility level of the st dentthe a#ility level of the st dent3f material is too easy, st dents #ecome3f material is too easy, st dents #ecome#ored#ored

3f the material is too diHc lt, st dents3f the material is too diHc lt, st dents#ecome fr strated#ecome fr strated

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V+ ot!#+%! &ocioculturalV+ ot!#+%! &ocioculturalPer!pectivePer!pective

no5ledge is co=constr cted (interactions!no5ledge is co=constr cted (interactions!3nterpsychological3nterpsychological3ntrapsychological3ntrapsychological

)ca"olding)ca"olding

Mone of $ro8imal DevelopmentN5here realMone of $ro8imal DevelopmentN5here reallearning occ rslearning occ rs)ocial interactions mental str ct res and)ocial interactions mental str ct res andprocesses are tied to social interactionsprocesses are tied to social interactions

:ole of c lt ral tools (lang age is most:ole of c lt ral tools (lang age is mostimportant!important!:ole of lang age & private speech:ole of lang age & private speech

)elf=talk & learning (self=reg lation!)elf=talk & learning (self=reg lation!:ole of ad lts and peers:ole of ad lts and peers

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)ca"olding)ca"olding

0he s pports necessary to advance 0he s pports necessary to advancest dents in the ?one of pro8imalst dents in the ?one of pro8imaldevelopmentdevelopment$rovides a #ridge #et5een 5hat$rovides a #ridge #et5een 5hatst dents c rrently kno5 and the ne8tst dents c rrently kno5 and the ne8ttask leveltask level)trategies for providing sca"olding)trategies for providing sca"olding

0a#le @2G, p2 O. 0a#le @2G, p2 O.


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Implication! o'Implication! o'V+ ot!#+%! T"eor+ 'orV+ ot!#+%! T"eor+ 'or

Teac"er!Teac"er!Assisted learning (prompts, reminders,Assisted learning (prompts, reminders,

enco ragement!enco ragement!)ca"olding)ca"oldingMone of pro8imal developmentMone of pro8imal development

Colla#orative learningColla#orative learningAlternative assessmentAlternative assessment)elf=instr ction (#ased on private speech!)elf=instr ction (#ased on private speech!)ee < idelines, 'oolfolk, p2O.)ee < idelines, 'oolfolk, p2O.

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$iaget and ygotsky$iaget and ygotskyComparedCompared$rivate speech 0a#le @2F, p2 GP$rivate speech 0a#le @2F, p2 GP

$iagetNegocentric speech cognitive immat rity$iagetNegocentric speech cognitive immat rityygotsky=controls and directs to facilitateygotsky=controls and directs to facilitatelearning and to control #ehaviorlearning and to control #ehavior

Development and LearningDevelopment and Learning

$iagetNdevelopment precedes learning$iagetNdevelopment precedes learningygotskyNlearning is an active process andygotskyNlearning is an active process anddoes not need to 5ait on development learningdoes not need to 5ait on development learningp lls developmentp lls development

Learning and othersLearning and others$iagetNlearn from eE al peers creates$iagetNlearn from eE al peers createschallenges (diseE ili#ri m!challenges (diseE ili#ri m!ygotskyNlearn from more capa#le peers orygotskyNlearn from more capa#le peers orad ltsad lts

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$iaget and ygotsky$iaget and ygotsky

agic iddleagic iddle$lace of the$lace of the matchmatch , 5here st dents are, 5here st dents areneither #ored or fr stratedneither #ored or fr strated$air st dents 5ho are in the same ?one$air st dents 5ho are in the same ?oneof pro8imal developmentof pro8imal development

0his is %;0 the same as teaching to 0his is %;0 the same as teaching to

the middle , 5hich isthe middle , 5hich is something thatsomet hing thatsho ld %+ +: #e practiced2sho ld %+ +: #e practiced2

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