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SUMMARY PIAGET’S THEORY of COGNITIVE DEVELOPMENT VYGOTSKY SOCIOCULTURAL PERSPECTIVE

SUMMARY PIAGET’S THEORY of COGNITIVE DEVELOPMENT VYGOTSKY SOCIOCULTURAL PERSPECTIVE. IMPLICATIONS FOR TEACHERS THE DEVELOPMENT OF LANGUAGE. Theorists differ greatly in their approach to the study of development, but all tend to agree that people develop at different rates

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SUMMARY PIAGET’S THEORY of COGNITIVE DEVELOPMENT VYGOTSKY SOCIOCULTURAL PERSPECTIVE

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  1. SUMMARY PIAGET’S THEORY of COGNITIVE DEVELOPMENTVYGOTSKY SOCIOCULTURAL PERSPECTIVE IMPLICATIONS FOR TEACHERS THE DEVELOPMENT OF LANGUAGE

  2. Theorists differ greatly in their approach to the study of development, but all tend to agree that people develop at different rates Development is an orderly process, and that development takes place gradually The brain begins to lateralize soon after birth and thus to specialize certain functions in certain areas The younger the child, the more plastic the brain the most easily the child’s brain can adapt to damage. Even though certain functions are associated with certain parts of the brain, the various parts and working systems of the brain work together to learn and to perform complex human activities and to construct understanding. A DEFINITION OF DEVELOPMENT

  3. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT • PEOPLE MAKE SENSE OF THE WOLR AND ACTIVELY CREATE THEIR KNOWLEDGE THROUGH DIRECT EXPERIENCE WITH OBJECTS, PEOPLE, AND IDEAS. • Maturation, activity, social transmission, and the need for equilibirum all influence the way thinking processes and knowledge develop.

  4. Sensorimotor, infants explore the world through their senses and motor activity, and work toward mastering object permanence and performing goal-directed activities. Preoperational, symbolic thinking and logical operations begin. Concrete-operational, think logically about the tangible situations and can demonstrate conservation, reversibility, classification, and seriation. Formal-operational. The ability to perform hypothetico-deductive reasoning, coordinate a set of variables, and imagine other worlds. Four Stages of Development: Sensorimotor, Preoperational, Concrete-operational, and Formal-operational.

  5. Implications of Piaget’s theory for teachers Teachers can use Piaget’s theory of cognitive development • To understand students’ thinking • To match instructional strategies to students’ abilities • To foster students’ cognitive development

  6. Limitations of Piaget’s theory • children and adults often think in ways that are inconsistent with the notion of invariant stages. • He underestimates children’s cognitive abilities. • overlooking cultural factors in child development Critics often point to the work of Vygotsky as an example of a theory of cognitive development that does include the important role of culture

  7. Vygotsky’s Sociocultural Perspective • Cognitive development hinges on social interaction and the development of language • children’s self-directed talk in guiding and monitoring thinking and problem solving. • He emphasizes the significant role played by adults and more able peers in children’s learning. This adult assistance provides early support while students build the understanding necessary to solve problems on their own later

  8. Zone of proximal development, in which children in challenging situations can develop their own thinking abilities through timely, appropriate guidance and support from teachers or peers, called scaffolding. Assisted learning is the process of providing appropriate scaffolding within the student’s zone of proximal development can be applied to plan instructional groupings, learning tasks, and so on. Implications of Vygotsky’s Theory for Teachers

  9. His work implies that students should be given opportunities for cooperative learning and should be encouraged to use language to organize their thinking.

  10. The Development of Language • Children try to understand and apply language rules. • Chomsky and others suggest some of these rules are inborn in humans.

  11. Metalinguistic awareness typically begins at around this age, and continues throughout life. children try to solve the puzzle of the language they hear, moving from holophrasic to telegraphic speech through overextension, underextension, and overregularization to a basic understanding of pronunciation, vocabulary, grammar and syntax, semantics, and pragmatics by around age five or six

  12. Language Language, Literacy, and Teaching • Teachers have a significant role in helping children develop language ability and knowledge about language • focus on effective communication, meaning, comprehension, and respect for language in the classroom • Reading aloud and one-one-one interactions with adults are significant in developing language abilities. • Parents can play a key role in promoting literacy at home, and teachers can form partnerships with parents to capitalize on this role

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