Theories of Cognitive Development (Jean Piaget & Lev Vygotsky)
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Transcript of Theories of Cognitive Development (Jean Piaget & Lev Vygotsky)
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THEORIES OFCOGNITIVE
DEVELOPMENT
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-the construction of human thought or mental processes.
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THEORIES
VYGOTSKY’SSOCIO-CULTURAL
THEORYPIAGET’S THEORY
VS
OF COGNITIVE DEVELOPMENT
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“ How individuals construct
knowledge “
Jean Piaget
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BASIC COGNITIVE
CONCEPTS►SCHEMA►ASSIMILATION►ACCOMODATION►EQUILIBRATION
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SCHEMA
the cognitive structures by
which individuals
intellectually adapt to and
organize their environment.
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ASSIMILATION
The process of fitting a new
experience into an existing or
previously created cognitive structure
or schema.
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ACCOMMODATION
The process of creating a new schema.
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EQUILIBRATION
The process in achieving
proper balance between
assimilation and
accommodation.
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A child’s
capacity to understand
certain concepts is based on
the child’s developmental stage.
Jean Piaget
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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
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This is the ability
of the child to
know that an
object still exists
even when out of
sight.
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From 2-7 years old.
Intelligence is intuitive in nature.
PRE-OPERATIONAL
STAGE
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ABILITIESSYMBOLICFUNCTIONEGOCENTRISM
CENTRATION
IRREVERSIBILITY
TRAN
SDU
CTIV
ERE
ASO
NIN
G
AMIN
ISM
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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
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DECENTERINGREVERSIBILIT
YCONSERVATION
SERIATION
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Ages between 12-15 years.
Thinking becomes more logical.
FORMAL OPERATIONAL
STAGE
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LEV VYGOTSKY’SSOCIO-CULTURAL THEORY
Social Interaction
plays an important
role in cognitive
development.
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Takes on a major
role in one’s development.
Learning happens through participation
in social activities.
SOCIAL INTERACTION
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It affect and
influence the mental growth and
development of children.
CULTURAL FACTORS
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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
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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
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The support or
assistance that lets the child accomplish a task he cannot accomplish
independently.
SCAFFOLDING
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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
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“ What a child can do
in cooperation
today, tomorrow he/she will be able to do alone. ‘’- Lev Vygotsky
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AL VPREPARED BY:
I NEDULSA