copyright 2001 by allyn and bacon chapter 2: cognitive development and language ed psych 202/dr....
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Copyright 2001 by Allyn and Bacon
Chapter 2: Cognitive Development and Language
Ed Psych 202/Dr. Bauer
Marietta College
Copyright 2001 by Allyn and Bacon
Overview
Definition of Development Piaget’s Theory of Cognitive
Development Implications of Piaget’s Theory Vygotsky Sociocultural
Perspective Implications of Vygotsky’s Theory Development of Language
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Concept Map for Chapter 2
Piaget’s Theoryand
Implications
LanguageDevelopment
Vygotsky’s Theoryand
Implications
DevelopmentDefined
CognitiveDevelopment and
Language
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Development
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Types of Developmental Change
PhysicalPersonalSocial Cognitive
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Principles of Development
Rates differOrderlyGradual
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Brain Development
Main structures Specialization
and integration Lateralization Storing and
transferring information
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Jean Piaget
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Piaget’s Theory of Cognitive Development
MaturationActivitySocial transmissionEquilibrationMnemonic: MASE
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Piagetian Terminology Organization
Schemes / schema Adaptation
Assimilation Accommodation
Equilibration Equilibrium Disequilibrium
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Piaget’s Stages of Cognitive Development
Sensorimotor Pre-operational Concrete
operations Formal
operations
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Sensorimotor Stage: 0-2
Learning through 5 senses
Object permanence
Goal directed actions
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Rules for Toddlers
If I like it, it’s mine. If it’s in my hand, it’s mine. If I can take it from you, it’s mine. If I had it a little while ago, it’s
mine. If it’s mine, it must never appear to
be yours in any way.
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Rules for Toddlers, continued
If I’m doing or building something, all the pieces are mine.
If it looks like mine, it’s mine. If I saw it first, it’s mine. If you are playing with something,
and you put it down, it automatically becomes mine.
If it’s broken, it’s yours!
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Preoperational Stage: 2-7
Operations Semiotic function One-way logic Difficulty with
centering & conservation
Egocentrism Language
develops
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Concrete Operational Stage:
Ages 7 - 11 ‘Hands on’
thinking Conservation,
identity, compensation
Reversability Classification Seriation
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Formal Operational Stage:Ages 11 - 15
Not all individuals reach this stage
Hypothetico-deductive reasoning
‘Scientific’ reasoning
Adolescent egocentrism & imaginary audience
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Implications of Piaget’s Theory for Teachers
Understanding students’ thinking ‘Match’ teaching to cognitive stage
Presentation strategies Illustrations and examples Assignments Use disequilibrium to motivate
Individuals ‘construct’ knowledge Use disequilibrium to motivate
See Guidelines, Woolfolk pp. 33, 36, & 38
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Create a Mnemonic forPiaget’s Four Stages
Examples:
Sometimes Piaget Can Frustrate!
Sophomore Psychologists Can’t Fail!
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Limitations of Piaget
Stage theory inconsistencies
Underestimating children's abilities
Cognitive development & information processing
Overlooks influence of cultural and social groups
See Point▼Counterpoint, Woolfolk p. 41
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Lev Vygotsky
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Vygotsky Sociocultural Perspective
Knowledge is co-constructed Interpsychological Intrapsychological
Social interactions Role of cultural tools Role of language & private speech Self-talk & learning Role of adults and peers
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Private Speech: Piaget versus Vygotsky
Piaget Vygotsky
Developmental Significance
Lack of ability
External thinking
Course of Development
Declines with age
Increases in youth, then declines
Relationship to Social Speech
Negative; immature
Positive; social stimulated
Relationship to Environmental Context
Piaget did not comment
Increases with task difficulty
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Implications of Vygotsky’s Theory for Teachers
Assisted learning Scaffolding Zone of proximal
development Collaborative learning Alternative
assessment See Table p. 50 &
Guidelines p. 52
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Reflection Questions
Compare Piaget with Vygotsky regarding implications for teaching.
Compare disequilibrium with the zone of proximal development.
Compare the role of social transmission in Piaget’s and Vygotsky’s theories.
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Language Development
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Language Development
Reinforced behaviors or special capacity for language learning?
Influences of heredity and environment
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Language Development:The School Years
Pronunciation Syntax Vocabulary & meaning Metalinguistic awareness
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1st Grade Teachers and Literacy
Build on existing emerging literacy skills
Be supportive and positive Actively involve children in meaningful,
functional language experiences Acknowledge differences Emphasize reading Develop partnerships with families See Family and Community
Partnerships, Woolfolk, p. 56
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Summary
Definition of Development Piaget’s Theory of Cognitive
Development Implications of Piaget’s Theory Vygotsky Sociocultural
Perspective Implications of Vygotsky’s Theory Development of Language
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Review Questions
What are three principles of development?
What part of the brain is associated with higher mental functions?
What is lateralization and why is it important?
What are the main influences on cognitive development?
What is a scheme?
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Review Questions
As children move through Piaget’s four stages, what are the major changes?
What is the “problem of the match”? What is active learning? Why is Piaget’s
theory consistent with active learning? What are some limitations of Piaget’s
theory? Explain how interpsychological development
becomes intrapsychological development.
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Review Questions
What are the differences between Piaget’s and Vygotsky’s view of private speech and its role in development?
What is assisted learning? Scaffolding? What is a student’s zone of proximal
development? How are humans predisposed to develop
language? What role does learning play? Describe teacher actions and responses
that encourage language development.
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Compare & Contrast Piaget’s and Vygotsky’s Theories.
Piaget Vygotsky Key concepts Role of teacher Can development be accelerated? How does the child’s thinking change with age? How does social interaction affect cognitive level?
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Short Answer
When a child can focus on both width and length of two triangles in order to compare their areas, Piaget would say that the child is capable of _________________.
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Short Answer
When a child can focus on both width and length of two triangles in order to compare their areas, Piaget would say that the child is capable of decentering.
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Multiple Choice
According to Vygotsky, which of the following would be most influential on a child’s learning?
a. Social transmissionb. Cognitive levelc. Repetition of informationd. Maturation
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Multiple Choice
According to Vygotsky, which of the following would be most influential on a child’s learning?
a. Social transmissionb. Cognitive levelc. Repetition of informationd. Maturation
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Mnemonics: How Will You Remember…...
Piaget’s influences on development?
Piaget’s four stages?
The zone of proximal development?
Copyright 2001 by Allyn and Bacon
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