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Cognitive Development and Language

Cognitive Development and Language. Major Questions in Human Development. Continuous or discontinuous development? Nature or nurture? Is there one course of development or many?. Piaget’s Assumptions. Child as scientific problem solver Child ACTIVELY constructs meaning from environment

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Cognitive Development and Language

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  1. Cognitive Development and Language

  2. Major Questions in Human Development • Continuous or discontinuous development? • Nature or nurture? • Is there one course of development or many?

  3. Piaget’s Assumptions • Child as scientific problem solver • Child ACTIVELY constructs meaning from environment • Stage theory • Changes are invariant and universal

  4. Developmental Processes • Schemes Mental structures for organizing and interpreting information • Adaptation • Assimilation Use current schemes to interpret the external world. • Accommodation Creating new schemes or adjusting old ones.

  5. Equilibrium Process

  6. Piaget’s Stage Theory • Sensorimotor stage • Preoperational stage • Concrete operational stage • Formal operational stage

  7. Sensorimotor Stage: 0-2 yrs • Infants use senses to explore • Object permanence • Goal directed actions

  8. Preoperational Stage: 2-7 yrs • Operations • Semiotic function including language • One-way logic • Difficulty with centering & conservation • Egocentrism

  9. Concrete Operational Stage: 7-11 yrs • “Hands on” thinking • Conservation, identity, compensation • Reversibility • Classification • Seriation

  10. Formal Operational Stage: 11-adult • Mental operations can now grasp the abstract • Scientific thinking • Hypothetical-deductive reasoning • Logical • Consequences adolescent egocentrism

  11. Implications of Piaget’s Theory for Teachers • Understanding students’ thinking • “Match” teaching to cognitive stage • Individuals “construct” knowledge • Use disequilibrium to motivate

  12. Limitations of Piaget’s Theory • Not necessarily a qualitative change • Not universal • Difficult to test developmental processes • Overlooks cultural basis of cognitive development

  13. Vygotsky’s Sociocultural Theory • Cognitive development is inherently both a socialand cultural process • Knowledge is co-constructed • Interpsychological and Intrapsychological • Role of cultural tools • Role of language & private speech • Role of adults and peers

  14. Zone of Proximal Development • Gap between what person can do alone and what they are capable of doing if guided by more experience other

  15. Scaffolding • Assistance provided in the zone of proximal development • Should gradually decrease as children become more competent at a task

  16. Implications of Vygotsky’s Theory for Teachers • Assisted learning • Scaffolding • Zone of proximal development • Collaborative learning • Alternative assessment

  17. Piaget vs. Vygotsky • Egocentric vs. private speech • Implications for education

  18. Implications for Education

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