INTELLECTUAL DEVELOPMENT

DEFINITION Intellectual/ Cognitive development is the construction of

thought processes, including remembering, problem solving,

and decision-making, from childhood through adolescence to

adulthood.

Jean Piaget’s Theory of Cognitive Development is one of the

area of developmental psychology during the 20th century

Jean Piaget• A psychologist and philosopher.

• He described intellectual development as a series of stages through which children make cognitive changes as they grow older.

• He said that a person understands whatever information fits into his established view of the world.

• When information does not fit, the person must reexamine and adjust his thinking to accommodate the new information.

Jean Piaget’s Theory of Cognitive Development

4 stages of cognitive development:

Sensorimotor (Birth – 2 years)

Pre-operational (2 – 7 years)

Concrete operational (7- 11 years)

Formal operational (11 years and up)

STAGESINFANCYEarly CHILDHOODMiddle ChildhoodADOLESCENCEADULTHOOD

INFANCY

Sensorimotor (Birth – 2 years)

DEFINITION

The state or period of being an infant; the first part of life; early childhood.A child in the earliest period of life, especially before he or she can walk.

PIAGET THEORY OF INTELLECTUAL DEVELOPMENT

STAGESreflexive activity

primary circular reactionssecondary circular reactions

coordination of secondary schemes tertiary circular reactions

beginning or representational thought

REFLEXIVE ACTIVITYLasts from birth to approximately 1 monthThey do not think about what they're going to do, but rather follow their instincts and involuntary reactions to get what they need: food, air, and attentionAt this stage, they are learning about their environment and how they can interact with it.

PRIMARY CIRCULAR REACTIONS

spans the ages of 1 to 4 monthsbabies intentionally repeat actions that bring them pleasure and desired outcomes.they do things on purpose because it feels good or it gets them what they want

babies of this age may also develop expectancy about cause and effect situations.babies will begin to see that a pattern of events is connected, and begin to expect the second event after they experience the first event.

SECONDARY CIRCULAR REACTIONS

Lasts from about age 4 to 8 months.

Babies begin to repeat actions onto objects outside

their body that bring them pleasure and desired

outcomes.

The difference between this sub-stage and the

previous sub-stage is that during this period, babies

move beyond just repeating actions to their own

body and repeat actions onto their environment.

During this time, babies learn by feeling things out; they use their mouths, hands, and other body parts to touch and to experiment with toys and other objects around them. For example, by about age 5 months, babies will track an object with their eyes, even after it leaves their direct line of vision. They will turn their head or even their whole body to continue watching something that grabs their attention.While they're taking in information and practicing cause and effect experiments, their memory continues to grow stronger.

COORDINATION OF SECONDARY SCHEMES

• between ages 8 to 12 months.• they begin to show intentional means-

end behaviour• infants are now building on what they

learned in the first three stages in order to get what they want. Babies at this age will mimic what they see others doing.

• Repeat the same sort of experiment with different objects to see how these events are similar or different and if there are different outcomes.

• the understanding that something still exists even if it can't be seen.

• Before now, babies believed, in an implicit way, that when something moved from their sight, it no longer continued to exist. Now babies begin to understand that something might still exist even if they can't see it.

• This is how the game "Peek-a-Boo" helps babies learn.

TERTIARY CIRCULAR REACTIONS

• between the ages of 12 to 18 months• toddlers continue to explore

their environment and create experiments to see how things work. They will play with anything they can find; however, they do not yet realize that certain things like knives, electric outlets, and pots on top of a hot stove can hurt them.

Object permanence• babies come to realize that something can be

hidden and moved and still.• Now, babies will look for an object that has been

hidden or moved.

Develop cross-modal recognition memory• This means that children are able to see a mental

picture of an object they are holding in their hand in their mind, without actually looking at it.

• They remember that object as a complete package through all their senses; texture and size in their hands, its sound through their ears, and perhaps even its smell.

BEGINNING OR REPRESENTATIONAL THOUGHT

• between the ages of 18 and 24 months.

Babies begin to be symbol-orientedthey create a general image of things in their minds and retain them as examples of some objects. babies may look for their favourite stuffed animal in the toy basket because they know that's where it's kept even if they didn't see their caregivers put it there

Babies' recall and recognition memory also improve.toddlers learn scripts, or routines, about how certain things are done.For example, they learn that to "go somewhere in the car," Dad and toddler go out to the garage, Dad buckles baby in the car seat, and then Dad climbs in the front seat and starts the car.

- PRESCHOOL STAGE -Preoperational (2 – 7 years)

INTELLECTUAL DEVELOPMENT

Preoperational stage means the children are using their imagery and memory skills to learn.

The child becomes increasingly to use mental representation and symbols to figure out the things.

However the child’s ideas are often illogical and much limited by the inability to understand other points of view.

WHO ARE PRESCHOOLERS?

2 to 7-year-old children.

They want to touch, taste, smell, hear and test things for themselves

Eager to learn by experiencing and playing

They are busy developing skills, using language and struggling to gain inner control

More independent than toddlers

Piaget’s stages of cognitive development

The Pre-operational Stage

Growth aspect : Increase the ability to think

Development aspect:

3 – 4 years oldLearn best by doing somethingNeed a variety of activitiesCommunicates their needs, ideas and questionsThe speech is egocentricImaginative

4 – 6 years oldAsk a lot of questionsBecomes talkativeTheir language includes silly wordsEnjoy serious discussions Understand some basic concepts : number, size, colour, texture and etc.The speech is less egocentric.

How the preschoolers’ intellect develop?

They understand the concept of time

They learn vocabulary

They learn to read

TimeAge 3: They believe anything that happened in past is

“yesterday” and the future will happen is “tomorrow”Age 4: They understand that the day is divided into morning,

afternoon and night.

Vocabulary Age 3: They begin to put the words together and progress

simple sentenceAge 4: Pronunciation improves and understandable

Reading Age 3: Can listen and understand the storiesAge 4: Able to recite and recognize the alphabet

ACTIVITIES THEY TRYIdentify some letters of the alphabetGrip a pencil, crayon, or marker correctly Count to 10Bounce a ballClassify objects according to their size, shape and quantityManage bathroom needsDress himself

MIDDLE CHILDHOOD

INTELLECTUAL DEVELOPMENT OF

Concrete operational (7 – 11 years)

During middle childhood, kids continue to learn lots of new skills, understand many new

concepts, and increase their language abilities.

Middle Childhood Cognitive Milestones

•McDevitt and Ormrod write that kids at this stage start to display adult-like logic, but their reasoning is limited to concrete, real-life situations.

•According to Edwards' article, "Intellectual Development," during middle childhood, we become capable of symbolic representation, or recognition that a symbol can represent an object or hold meaning. For example, a heart signifies love.

•Another middle childhood development is the understanding of reversible operations;

Classification•A significant cognitive development during middle childhood is the ability to classify objects and information.

•According to Edwards, kids at this stage are able to classify groups of objects and order objects in a series and then reason about relationships between the classes and subclasses of objects.

•McDevitt and Ormrod write that another middle childhood cognitive development is the recognition of class-inclusion, or the ability to classify objects as belonging to 2 or more categories at once.

Spatial Reasoning

•During middle childhood, kids begin to understand properties of mass, such as the difference between volume and size.

•According to McDevitt and Ormrod, children at this stage recognize conservation, which means that a given amount stays the same if nothing is added or subtracted, regardless of alterations in shape and arrangement.

http://www.ehow.com/about_5557351_middle-cognitive-language-development-theory.html

• From age 6 onward, the child ability to learn and to do schoolwork will expand greatly during the next six years, because of the growing capacity to think conceptually, solve problems, remember, and used language.

Cognitive Development: Piaget's Stage of Concrete Operations.• Sometimes between 5 and 7 years of age, according to Piaget, children enter the stage of concrete operations, when they can think logically about the here and now.

Operational Thinking. • During this stage children can use symbols to carry out operations. They can take all aspects of a situation into account rather than focusing on only one aspect.

Conservation.

• Conservation develops in three stages.

The inability to conserve and they have not mastered the concept of reversibility.

The transitional stage. During this stage children go back and forth, sometimes conserving, sometimes not.

Children conserve and give logical reasons for their answers. These answers may refer to reversibility, identity; or compensation.

DEVELOPMENT OF MEMORY: INFORMATION PROCESSING

• The ability to remember improves greatly by middle childhood. This happens in part because children's memory capacity - the amount of information they can remember increases and in part because they learn a variety of mnemonic devices, or deliberate strategies to help them remember.

How Memory Works: Encoding, Storing, and Retrieving.   • According to the information-processing theory, memory operates through three basic steps:

(1) encoding or classifying information;(2) storing the material; and(3) retrieving the information. Forgetting can occur because of a problem in any of the three steps.

9-Year-Olds

memorizes and recites facts, but may not show deep understanding needs to learn (rather than learning to read) has a strong desire to complete tasks keeps train of thought and will continue work even after interruptions able to use a dictionary very interested in mastering skills critical thinking starting to emerge beginning be aware of right and wrong (versus good and bad)

Intellectual Development

10-Year-Olds

still memorizes and recites without thinking deeply about the subject.

developing a conscience but not yet consistently able to tell right from wrong; relies upon an adult to help

aware of time, but needs help to plan time in a practical way

still certain that own beliefs are correct and are universally shared by others

11-Year-Olds

able to use logic in arguments and apply logic to specific, concrete situations

combines oral, visual, and written material in school reports

decision-making skill improves

starts to realize that others may hold beliefs different from own

12-Year-Olds

categorizes information in order to make sense of it

summarizes information from a book in own words

proofreads own work for errors of grammar, spelling, and logic

reads adult newspapers or magazines, particularly those sections about topics of specific interest

http://www.yougottaloveparents.org/parents/parent-education/child-development/middle-childhood

ADOLESENCEFormal operational (11 years and up)

ADOLESCENTAge o f 11 t o up

The ab i l i t y to generate abs t rac t p ropos i t ions , mu l t ip le hypotheses and the i r poss ib le outcomes i s ev ident

incorporating the principles of formal logic

Thought becomes more abstract

Thinking becomes less tied to concrete reality. 

Formal logical systems can be acquired

Abstract ways of thinking

Can handle algebraic expression

Eg; If a + b = x then a = x - b. If ma/ca = IQ = 1.00 then Ma = CA.

or4x + x = 10. x = ?

Systematic ways of thinking

Can handle systematic equation

Eg;You brought a long 3 sh i r t s , 3 b louses and 3 j acke ts w i th you on your t r ip to Langkawi . How many combinat ion o f c lo thes you can get f rom th i s se t s?

Abil i ty to generate hypothesis

Find alternative inductive and deductive

Eg; Deductive (from general to the specific)By the fact that they have learned the basic needs of plants to make food, children can give examples of conditions that allow the plants alive.

inductive (reflect specific aspects

of the broad generalizations)After study the effects of pollution, they can make hypotheses about what will happen to the great cities of the next 10 years.

OVERALL :STAGE OF COGNITIVE CONCEPT

Sensori-motor (birth – 2 years)

•Understanding of himself or herself and reality through interactions with the environment.

•Able to differentiate between itself and other objects.

•Learns that he is separate from his environment and that aspect of environment.

e.g: His parents or favourite toy

Pre-operational 2 - 7 years)

•Learns to use language and to represent objects by images and words.

•Thinking is still egocentric: has difficulty taking the viewpoint of others

•Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour

CONCRETE OPERATIONAL (7 – 11 YEARS)

•Can think logically about objects and events.

•Achieves conservation of number (age 6), mass (age 7), and weight (age 9).

•Classifies objects according to several features and can order them in series along a single dimension such as size.

FORMAL OPERATIONAL (11 YEARS AND UP)

•Can think logically about abstract propositions and test hypotheses systematically.

•Becomes concerned with the hypothetical, the future, and ideological problems

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