Pertemuan 4 Cognitive Development

8/8/2019 Pertemuan 4 Cognitive Development

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Cognitive Development



Cognitive Development

Cognition: How people think &

Understand .

Within this module you will begin tounderstand the development of logical

competence and the causes of

developmental change and an account of

the nature of developmental change.



Jean Piaget (1896-1980)




Piaget developed four stages to his theory

of cognitive development:

Sensori-Motor Stage Pre-Operational Stage

Concrete Operational Stage

Formal Operational Stage




There are some core essences of Piagets

theory that you should become familiar with.

1. There are qualitative differences between child

& adult thinking.

2. It is a biological approach- Prerequisite for

change.

3. Language is the outcome of cognitive abilityrather than being the lead in cognitive

development.




In short Piaget believed that cognitive

development was the direct result of

maturation (ageing) and environment .Thus as a child becomes older through

interactions with others in their

environment a child's understanding

becomes more complex.



Schemas- Mental structure that gives child model for

what happens when he/she does something.

Assimilation- Adding information to existing schemas,

and strengthening them. E.G sucking dummy is reflex,learns to suck different shape dummy.

Accommodation- Amending existing schemas to suit a

new situation.

Adaptation- Way baby adapts to processes of assimilation & accommodation.

Equilibr ation- Balance of equilibrium & adaptation- the

process is on going as biological changes and

environment keeps going.

Keywords explained:



Piagets stage theory explained.

Sensori-Motor Stage is characterised by:

The child aged between (0-2) learns to co-

ordinate his/her sensory input with motor actions through a system called circular

reactions...i.e. the child repeats the action

in order to test their sensori motor-motor

skills relationship.



Sensori motor cont,«

Within this stage the child develops an important

skill called object permenace which is defined as

the ability to understand that when an object is

out of sight it still exists.

E.g. Hiding keys under a blanket, a small child

will believe the keys no longer exist, as they getolder and develop motor skills they will reach

under the blanket for the keys.



Pre-operational stage

The child¶s thoughts become more

symbolic and they represent their world

through images and words.

However they do not have the skill of

µreversibility ¶ They do not understand

quantity,volume and number have not

changed despite a change in itsappearance.



Pre-operational stage cont..

Piaget also thought children within this

age group found it difficult to understand

the perspective of another person, thus

making them µ egocentric¶ aka only viewing

situations from their own point of view.

He illustrated this using a experiment

named the 3 mountains task«



Three mountains task.

The children were asked to choose the picture seen by

the doll. The 3 & 4 yr olds 58% & 33% respectively

chose their own perspective rather than the dolls. This

is an example of µegocentric illusion¶ that is their own

perspective is relative.



Conservation of volume..

Children tend to centre/focus upon one aspect of a situation and not

take into account others. Pre-operational children tended to say

there was more liquid in C as they focused on height



Concrete Operational Stage.

Children acquire internally consistent

(adult) logic but only in concrete situations

such as problem solving.

Children in this stage are able to conserve

and decentrate, they may also be able to

use reversibility



Concrete Operational Stage cont..

Children within this stage are also able to

solve µseriation¶ problems, placing objects

in order of some defining attribute i.e.

length,weight or height.

Jane is 96cm tall. John is 1.3m tall. How

much taller is John than Jane? A: 0.34cm(highlight for answer & turn font colour to black.)



Thus far what do we think about

Piaget?

In evaluating Piaget¶s work one should

consider the following:

1. Methodology2. Evidence

3. Alternative explanations

4. Practical Application



Lev Vygotsky (1896-1934)

Vygotsky felt the acquisition of knowledgewas active and socially constructed rather than a passive conditioning.

He believed that social interaction playeda vital role in cognitive development firstly

on a social level (between child and theworld) and then on a individual level(Internally).



Lev Vygotsky cont..

Vygotsky believed children were born with

elementary mental functions that are

transformed into higher mental functions

by the influence of culture.

Lower functions are innate.

Higher functions are voluntary, but

controlled by other functions.



Lev Vygotsky...cont the what's ,whys and

wherefores of Vygotsky!

Culture teaches children both what and how to think,through the acquisition of knowledge via intellectualtools.

Since much of what children learn is through interactionVygotsky believed isolation was inappropriate...guidanceby a another is usually most beneficial.

Woods et al described this process as scaffolding. I.e.The support given by a significant other, e.g. teacher,parent or even peer.



The role of language.

What does language mean to you?

Technically speaking it can be phrased as a

shared set of dialogues between adult and child(pre intellectual speech).

Children eventually become more sophisticated

and converse between themselves as theywould with others, this skilled is namedrepresentation.



The role of language cont..

Do you speak to yourself out loud??

(Ego-centric speech)

Do you use your inner monologue??

It is likely you engage more in the latter, a

skill we develop form about 6/7 years old. Vygotsky identified 4 cognitive

development in short«.



The role of language cont..

Pre intellectual (social speech 0-3)

Egocentric speech (3-7) Language

controls behaviour. Inner Speech (7+) Language used as

communicative tool, also shapes thoughts.

These distinct stages in concept formation

are linked with the following«



(ZPD) Zone of proximal

development??

This is the distance between a child's

current and potential abilities.

The assumption behind this theory is thatinstruction is to stimulate those functions

which lie waiting in the ZPD.

³What a child can do with help today, he

can do independently tomorrow´



Feed a man a fish f eed him for a day, teach a

man to fish f eed him for a lif etime!

Learning initially occurs between people

but eventually becomes internalised..

Think how much support you needed at

6yrs old«probably not as much now!!



Research to support Vygotsky.

Wood et al (1976) Problem solving & working with mum. Most

successful strategy involved encouragement and specific

instructions (Hence using Scaffolding!)

Shif (1935) children aged 7-8 to complete sentences that ended in

because or although- children coped better with scientific conceptsrather than everyday concepts.

NcNaughton & leyland (1990) ZPD- Children worked with mum on

puzzles that got progressively more difficult, then on their own a

week later- greatest success was when with mum (i.e. Accessing

their potential, than on their own-current potential)

Don¶t forget the importance of inter action ±(recall attachment!!)

children learn from the interaction, then on their own as Vygotsky

predicted.



Evaluation of Vygotsky.

× Little scientific evidence.

× Too much emphasis on social interaction.

However!

Bridges the gap between social andcognitive approaches

Helps to understand how to actively helplearners reach their potential«it has moreeducational application.



Piaget vs.Vygotsky.

Similarities &Differences.

Jean Piaget Lev Vygotsky

Learning is« Solitary Social

What drivesdevelopment«?

Maturation, conflict Enjoyment from others,motivates more learning.

Role of language« Thought drives language Language drives thought

Role of biology« Maturation dictates pace ofcognitive development

Elementary functions areinnate.

Child is active« Child actively organisescognitive schemas tomaintain equilibrium.

Child is active in providingfeedback to theparent/instructor.



Putting it all together«

Vygotsky believed in power of the community,

Piaget was a product of individualist society.

Piagets child: Introvert

Vygotsky Child: Extrovert.

But both place cognition at the centre of learning

not unlike Pavlov/Freud) & both see the complexinteractionist character of development-I.e.

Everyone is different.



Applying the theories to

education...Piaget. Readiness-Child needs to be ready & have

reached a level of maturation before others skillscan be gained.

Discover y Learning-Activities planned to allowlearners to experience assimilate andaccommodate language thus allowing them todiscover themselves.

Role of teacher - To act as facilitator notinstructor.



Applying the theories to

education...Vygotsky. Learning as collabor ation- Learning together rather

than individuals...promotes critical thinking & interest.

Zone of proximal Development (ZPD)- MKO- moreknowledgeable other i.e. teacher or friend. ZPDencompasses the tasks that learners cannot perform ontheir own but can with help form the MKO.

Scaffolding- Begin with full support, gradually removesupport as abilities and confidence increase.

Pertemuan 4 Cognitive Development

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