Cluster 2
Anita Woolfolk’s Educational Psychology
OVERVIEW:
Development
Piaget
Stages of Cognitive Development
Vygotsky
Language
Development
• Types of development?
–
–
–
–
–
Physical
Personal
Social
Cognitive
Maturation
• Principles of Development
– different rates
– orderly
– gradual
The Brain and Cognitive Development
QUIZ
•
Identify the areas of the brain that are responsible for the following
functions.
a. left hemisphere
d. Broca’s area
g. motor cortex
1.
2.
3.
4.
5.
6.
7.
8.
b. right hemisphere
e. auditory cortex
c. Wernick’s area
f. visual cortex
_____ receiving language/sound
_____ processing language
_____ connecting meaning with particular words
_____ receiving visual signals
_____ setting up grammatically correct ways of expressing an idea
_____ processing spatial-visual information
_____ handling emotions (non-verbal information)
_____ movement on the righ side of the body
Piaget’s Theory of Cognitive Development
Thinking processes change radically from birth through
maturity as we are constantly striving to make sense of the
world through 3 basic factors:
1. Biological maturation
2. Activity
3. Social Experience
How do we respond to this?
1. Organization
2. Adaptation-assimilation and accommodation
Equilibration is a balance among organization, assimilation and
accommodation
Disequilibration is a failure of a scheme to produce a satisfying result—
search will then continue through assimilation and accommodation
Piaget cont…
Piaget’s 4 Stages of Cognitive Development
1. Infancy (0-2)
2. Early Childhood to Elementary (2-7)
3. Later Elementary to Middle School Years (7-11)
4. Junior and Senior High (11-15)
Criteria: Order is fixed
Stage theory not age theory
Old becomes new through modification and expansion
End of one stage is the starting point for the next
PIAGET’S
Stage 1-Infancy: The Sensorimotor Stage
• Age-0-2
• Thinking involves everything gained through senses
and body movements
• Object permanence is lacking
• Goal-directed actions
Stage 2- Early Childhood to Elementary Years: Preoperational Stage
• 2-7 years
•Difficulty with use of operations-reversible thinking
•Formation and use of symbols
•Semiotic functions
•Collective Monologue
•Due to lack of reversibility
•egocentric
•not able to decenter, calssify. conserve, and
seriate
Stage 3-Later Elementary to Middle School:
Concrete Operational Stage
• 7-11 years
• Complete and logical system of thinking
• Capable of concrete problem solving and reversibility of operations
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–
–
–
–
“Hands-on” thinking
conserve matter
seriate
classify
decenter
identity
compensation
Stage 4-Junior and Senior High: Formal Operational Stage
Age 11-15 (not all reach this stage)
•Hypothetico-deductive and inductive reasoning
•Systematically generate possibilities for given situation
•consider alternatives
•adolescent egocentrism
•not all reach this stage, not necessary for survival
Lev Vygotsky’s Sociocultural Perspective
Sociocultural Theory
Children watch interactions among people in their world, interact with
others and make use of these interactions in their own development.
What Vygotsky believed:
-development accomplishments depend as much on the influence
of the social and other environments as they do on sheer
maturation
-Language is essential for cognitive development
a. through social interaction, language gives learners access
to knowledge others already have
b. language provides learners with cognitive tools that allow
them to think about the world and solve problems
c. language gives us a means to for regulating and reflecting
on our own thinking
Vygotsky cont…
• Cultural Tools
• Language and Private Speech
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–
–
–
allows younger children to guide behavior and thinking
Transitions to private speech-help solve problems
Children using private speech are communicating with themselves
Self-regulation
Parent tells child “NO” when in danger
Child says no to another child in the same predicament
Child says no to self
Use of quiet-inner speech to self regulate
Implications of Vygotsky’s Theory for Teachers:
1.
2.
3.
4.
Assisted Learning
Scaffolding
Zone of Proximal Development
Collaborative Learning
Language Development in the School Years
• Pronunciation- distinctive sounds of a language
– by first grade most phonemes mastered
– Intonation-word emphasis may still be problematic
• Syntax- order of words in sentences/phrases
– early elementary school years
– elementary-complex grammatical structures first understood, then used
• Vocabulary and meaning
– first word spoken, adds up quickly to 10. 20-months approximately 50
words, first sentences can begin at 18 mos., between ages of 2 and 4
children double vocabulary every 6 months
– average 6 year old has vocabulary of 8,000-14,000 words, 9-11 years,
5000 words added
Key Differences Among Piaget and Vygotsky
• Piaget
– development precedes
learning
– person must be in a
certain stage to grasp
certain concepts
– development is due
primarily to biological
growth and efforts to
make sense of the
world
• Vygotsky
– development and
learning influence
each other
– cognitive development
progresses as children
learn
– emphasized
importance of social
interaction and child’s
culture