Cognitive Development of Early ChildhoodbyConnie Cassy Ompok,Jabatan Ilmu Pendidikan

TEORI PEMBELAJARAN KOGNITIFJEAN PIAGET.Dilahirkan pd 09.Ogos.1896 di Switzerland.Mendapat Ijazah Doktor Falsafah dalam bidang Biologi pada umur 22 thn.Dikenali sebagai bapa psikologi kanak-kanak,psikologi perkembangan dan kognitif.Sebelum meninggal dunia pd thn 1980, beliau adalah Pengarah Pusat Antarabangsa Epistimologi Genetik di Geneva.

Definisi KognitifMerujuk kepada aktiviti mental seperti berfikir, menaakul, membentuk konsep, menyelesaikan masalah .

Peringkat Perkembangan Kognitif Kanak-kanakPERINGKAT DERIA MOTOR (0-2 THN)

Kanak-kanak banyak menggunakan deria motor (memegang dan menghisap) bertujuan untuk memahami dan berinteraksi dengan persekitaran.

PERINGKAT PRAOPERASI ( 2-7 THN)

Menggunakan simbol untuk memilih pelbagai aspek dalam persekitaran.Bersifat egosentrik iaitu bercakap secara bersendirianTidak berupaya melakukan proses kebalikanTidak berupaya menggambar proses tranformasi.Pemusatan pemerhatian adalah lemah.

Cognitive Developmental ChangesPiagets Preoperational Stage of Development Preoperational stage stretches from approximately 2 to 7 years of ageSignifies time when stable concepts are formed, mental reasoning emergesEgocentrism begins strongly Child does not yet think in operational way

Piagets Preoperational Stage of Development Symbolic Function Substage First substage of preoperational thought, occurring roughly between ages of 2 & 4During which young child gains ability to represent object mentally that is not presentEgocentrism feature of preoperational thought in which child is not able to distinguish between ones own perspective & someone elses perspective

Piagets Preoperational Stage of Development Intuitive Thought Substage Second substage of preoperational thought occurring approximately between 4 & 7 years Children begin to use primitive reasoning & want to know answers to all sorts of questionsCentration focusing of attention on one characteristic to the exclusion of all others- inability to shift quality or function from one set of criteria to anotherConservation evidence of centration in childs idea of amount remaining same regardless of how container changes

PERINGKAT OPERASI KONKRIT(7-11 THN)Kanak-kanak memerlukan objek & peristiwa-peristiwa konkrit sebulum dia dapat menyelesaikan masalah.Masalah abstrak /dalam bentuk hipotesis tidak dapat diselesaikan

Pemikiran tidak bercorak egosentrikPemusatan pemerhatian dikurangkanTranformasi dan perkaitan antara situasi A dengan situasi B dapat difahami.Proses kebalikan dapat difahamiPemikiran antara logis adalah nyataPengekalan isipadu masih dapat dikuasai.Konsep ruang, kelajuan, masa dan sebab musabab dapat diperoleh

PERINGKAT OPERASI FORMAL (11-KEATAS)Melibatkan kognitif yang penting.Ciri kognitif utama :-berupaya selesaikan masalah konkrit dan abstrak.-mengkaji pemikiran & perasaan sendiri.-mengaplikasi prinsip-prinsip ketika menyelesaikan masalah yang berkaitan.

Proses kognitifSKEMA (SCHEME)-model tingkahlaku asas individu yang ditonjolkan semasa proses pengubahsuaian diri dlm alam sekitar.-dirujuk sebagai kebolehan atau pengalaman individu.-tingkah laku yang sering berubah.

ADAPTASI DAN KESEIMBANGAN-proses perubahan skema selaras dengan keperluan situasi.-berlaku kerana kehilangan keseimbangan buat sementara di antara individu dengan alam sekitar.-keseimbangan adalah sama dengan sesuatu kuasa penggerak dalaman-konteks psikologi-motivasi pembelajaran.

ASIMILASI DAN AKOMODASI-waktu atau tempat yg digunakan bergantung kepada keputusan struktur kognitif.-asimilasimenggunakan struktur kognitif sedia ada dalam pengalaman baru untuk mengadaptasikan keperluan baru dalam situasi yang dihadapi dengan tujuan menggunakan sesuatu bentuk yang dapat menerapkan pengalaman baru dalam pengalaman lama.

-akomodasisesuatu proses psikologikal yang berlaku semasa seseorg individu berusaha inisiatif sendiri melalui mengubah struktur kognitif dengan tujuan mengadaptasikan keperluan situasi pembelajaran yang dihadapinya.

Vygotskys Theory of DevelopmentZone of Proximal Development range of tasks too difficult for children to master alone but which can be learned with guidance & assistance of adults or more skilled childrenScaffolding changing the level of support over course of a teaching session-more skilled person adjusts amount of guidance to fit students current performance levelLanguage and Thought young children use language to plan, guide & monitor their behavior in self-regulatory fashion - called this inner speech or private speech.

Evaluating and Comparing Vygotskys and Piagets Theories Vygotskys emphasis on importance of inner speech

Vygotskys theory is social constructivist approach which emphasizes social contexts of learning-fact that knowledge is mutually built & constructed

Teaching Strategies Based on Vygotskys Theory in classroomUse childs zone of proximal development, by teaching to childs upper limitUse scaffolding when children need help with self-initiated learning activities, by helping move to higher level of skill & knowledgeUse more skilled peers as teachersMonitor & encourage childrens use of private speechAssess childs ZPD, not IQTransform classroom with Vygotskian ideas

Literacy and Early Childhood Education Literacy begins in infancyReading & writing skills should build on existing understanding of oral & written languageToo many preschool children are being subjected to rigid, formal pre-reading programs with expectations & experiences that are too advanced for cognitive levels of developmentInstruction should be built on what children already know about oral language, reading & writing

Early Childhood EducationVariations in Early Childhood EdChild-Centered Kindergarten involves whole child by considering physical, cognitive, & social development & childs needs, interests & learning stylesExperimenting, exploring, discovering, trying out, restructuring, speaking, & listening describe excellent kindergarten programs

Early Childhood EducationVariations in Early Childhood Ed

Allowed to move from one activity to another as they desireDoes not emphasize verbal interaction between teacher, child, & peers

Developmentally Appropriate & Inappropriate PracticesEducation of Young ChildrenKnowing that children develop at varying rates, educators and psychologists promote programs in which childs specific developmental level is taken into considerationThese programs emphasize hands-on activities versus paper-and-pencil activities or other large group strategies

Vygotskys Sociocultural TheorySocial context of cognitive development Rapid growth in language in early childhoodParitcipation in culturally meaningful tasks

Private Speech

Vygotsky- children speak to themselves for self-guidance and self-direction (private speech)Private speech is used more often when tasks are difficult or when a child is confused about how to proceed

Zone of Proximal DevelopmentA range of tasks too difficult for the child to do alone but that can be accomplished with the help of othersAdults and more skilled peers can assist with development through dialogue

Zone of Proximal Development contdTanisha sees her 5 year old son Toby talking to himself when he plays. Should she discourage this behavior? Use Vygoskys theory to support your answer.

MemoryAge 2 recall is 1 to 2 itemsAge 4 recall is 3 or 4 itemsRecall is poorer than recognition

Language Affects MemoryFirst verbs in childrens vocabularyThink, remember, and pretendBy age 4 children understand that beliefs and reality can differYoung children believe that all events must be directly observed to be known

LiteracyPreschoolers understand a great deal about written language long before they learn to read or write in conventional waysPreschoolers are aware of some ideas about symbols but may revise these ideas as their perceptual and cognitive capacities improve and as they encounter writing in many different contexts.

Mathematical ReasoningBuilt on foundation of informally acquired knowledgeEarly years- big, little, small, lotsBetween 2 yrs and 3 yrs they begin to count- memorization 3 yrs to 4 yrs- one to one correspondence4 yrs and 5 yrs- cardinality- last number in a counting sequence indicates the quantity of items in a setBy end of preschool- count on concept Eventually later develop count down concept

LanguageBy age 2, 200 wordsBY age 6, 10,000 words

PragmaticsPreschoolers are learning how to use appropriate communication tools effectivelyBy age 4 children know culturally accepted ways of adjusting speech to fit age, sex, and social status role of persons

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