Chapter 2: Cognitive Development
and Language
Copyright 2001 by Allyn and Bacon
Overview
 Definition
of Development
 Piaget’s Theory of Cognitive
Development
 Implications of Piaget’s Theory
 Vygotsky Sociocultural Perspective
 Implications of Vygotsky’s Theory
 Development of Language
Copyright 2001 by Allyn and Bacon
Concept Map for
Chapter 2
Language
Development
Development
Defined
Cognitive
Development and
Language
Vygotsky’s Theory
and
Implications
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Piaget’s Theory
and
Implications
Development
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Types of Developmental
Change
 Physical
 Personal
 Social
 Cognitive
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Principles of Development
 Rates
differ
 Orderly
 Gradual
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Brain Development
Main structures
 Specialization and
integration
 Lateralization
 Storing and
transferring
information
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Jean Piaget
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Piaget’s Theory of Cognitive
Development
 Maturation
 Activity
 Social
transmission
 Equilibration
 Mnemonic: MASE
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Piagetian Terminology
 Organization

Schemes / schema
 Adaptation
Assimilation
 Accommodation

 Equilibration
Equilibrium
 Disequilibrium
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Piaget’s Stages of Cognitive
Development
Sensorimotor
 Pre-operational
 Concrete
operations
 Formal operations
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Sensorimotor Stage: 0-2
Learning through
5 senses
 Object
permanence
 Goal directed
actions
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Rules for Toddlers
If I like it, it’s mine.
 If it’s in my hand, it’s mine.
 If I can take it from you, it’s mine.
 If I had it a little while ago, it’s mine.
 If it’s mine, it must never appear to be
yours in any way.

Copyright 2001 by Allyn and Bacon
Rules for Toddlers, continued
If I’m doing or building something, all
the pieces are mine.
 If it looks like mine, it’s mine.
 If I saw it first, it’s mine.
 If you are playing with something, and
you put it down, it automatically
becomes mine.
 If it’s broken,

it’s yours!
Copyright 2001 by Allyn and Bacon
Preoperational Stage: 2-7
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Operations
Semiotic function
One-way logic
Difficulty with
centering &
conservation
Egocentrism
Language develops
Copyright 2001 by Allyn and Bacon
Concrete Operational Stage:
Ages 7 - 11
‘Hands on’
thinking
 Conservation,
identity,
compensation
 Reversability
 Classification
 Seriation
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Formal Operational Stage:
Ages 11 - 15
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Not all individuals
reach this stage
Hypotheticodeductive reasoning
‘Scientific’ reasoning
Adolescent
egocentrism &
imaginary audience
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Implications of Piaget’s Theory
for Teachers
Understanding students’ thinking
 ‘Match’ teaching to cognitive stage
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Presentation strategies
Illustrations and examples
Assignments
Use disequilibrium to motivate
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Individuals ‘construct’ knowledge Use
disequilibrium to motivate
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See Guidelines, Woolfolk pp. 33, 36, & 38
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Create a Mnemonic for
Piaget’s Four Stages
Examples:
Sometimes Piaget Can
Frustrate!
Sophomore Psychologists
Can’t Fail!
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Bacon
Limitations of Piaget
Stage theory
inconsistencies
 Underestimating
children's abilities
 Cognitive
development &
information
processing
 Overlooks influence
of cultural and social
groups
See Point▼Counterpoint, Woolfolk p. 41
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
Lev Vygotsky
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Vygotsky Sociocultural
Perspective

Knowledge is co-constructed
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Interpsychological
Intrapsychological
Social interactions
 Role of cultural tools
 Role of language & private speech
 Self-talk & learning
 Role of adults and peers

Copyright 2001 by Allyn and Bacon
Private Speech: Piaget versus Vygotsky
Piaget
Developmental Lack of ability
Significance
Course of
Declines with
Development age
Relationship to
Social Speech
Relationship to
Environmental
Context
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Negative;
immature
Piaget did not
comment
Vygotsky
External
thinking
Increases in
youth, then
declines
Positive; social
stimulated
Increases with
task difficulty
Implications of Vygotsky’s
Theory for Teachers
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Assisted learning
Scaffolding
Zone of proximal
development
Collaborative learning
Alternative assessment
See Table p. 50 &
Guidelines p. 52
Reflection Questions
Compare Piaget with Vygotsky
regarding implications for teaching.
 Compare disequilibrium with the zone
of proximal development.
 Compare the role of social transmission
in Piaget’s and Vygotsky’s theories.
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Copyright 2001 by Allyn and Bacon
Language Development
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Language Development
Reinforced behaviors or special capacity
for language learning?
 Influences of heredity and environment
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Language Development:
The School Years
Pronunciation
 Syntax
 Vocabulary & meaning
 Metalinguistic awareness
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Copyright 2001 by Allyn and Bacon
st
1
Grade Teachers and
Literacy
Build on existing emerging literacy skills
 Be supportive and positive
 Actively involve children in meaningful,
functional language experiences
 Acknowledge differences
 Emphasize reading
 Develop partnerships with families
 See Family and Community
Partnerships, Woolfolk, p. 56
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Copyright 2001 by Allyn and Bacon
Summary
 Definition
of Development
 Piaget’s Theory of Cognitive
Development
 Implications of Piaget’s Theory
 Vygotsky Sociocultural Perspective
 Implications of Vygotsky’s Theory
 Development of Language
Copyright 2001 by Allyn and Bacon
Review Questions
What are three principles of development?
 What part of the brain is associated with
higher mental functions?
 What is lateralization and why is it
important?
 What are the main influences on cognitive
development?
 What is a scheme?
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Copyright 2001 by Allyn and Bacon
Review Questions
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As children move through Piaget’s four
stages, what are the major changes?
What is the “problem of the match”?
What is active learning? Why is Piaget’s
theory consistent with active learning?
What are some limitations of Piaget’s theory?
Explain how interpsychological development
becomes intrapsychological development.
Copyright 2001 by Allyn and Bacon
Review Questions
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What are the differences between Piaget’s and
Vygotsky’s view of private speech and its role in
development?
What is assisted learning? Scaffolding?
What is a student’s zone of proximal
development?
How are humans predisposed to develop
language? What role does learning play?
Describe teacher actions and responses that
encourage language development.
Copyright 2001 by Allyn and Bacon
Compare & Contrast Piaget’s and
Vygotsky’s Theories.
Piaget
Key concepts
Role of teacher
Can development
be accelerated?
How does the
child’s thinking
change with age?
How does social
interaction affect
cognitive level?
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Vygotsky
Short Answer
When a child can focus on both
width and length of two triangles in
order to compare their areas,
Piaget would say that the child is
capable of _________________.
Copyright 2001 by Allyn and Bacon
Short Answer
When a child can focus on both
width and length of two triangles in
order to compare their areas,
Piaget would say that the child is
capable of decentering.
Copyright 2001 by Allyn and Bacon
Multiple Choice
According to Vygotsky, which of the
following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
Copyright 2001 by Allyn and Bacon
Multiple Choice
According to Vygotsky, which of the
following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
Copyright 2001 by Allyn and Bacon
Mnemonics: How Will
You Remember…...
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Piaget’s influences
on development?
Piaget’s four stages?
The zone of
proximal
development?
End Chapter 2
Copyright 2001 by Allyn and Bacon