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