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CHAPTER FIVE

CHAPTER FIVE. Cognitive Development. CASE STUDY: LUPITA. Why might Ms. Padilla initially underestimate Lupita’s academic potential? What clues suggest that Lupita is, in fact, quite bright?. CLUES THAT LUPITA IS A BRIGHT STUDENT. She completes assignments quickly.

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CHAPTER FIVE

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  1. CHAPTER FIVE Cognitive Development

  2. CASE STUDY: LUPITA • Why might Ms. Padilla initially underestimate Lupita’s academic potential? • What clues suggest that Lupita is, in fact, quite bright?

  3. CLUES THAT LUPITA IS A BRIGHT STUDENT • She completes assignments quickly. • She has facility with puzzles. • She correctly interprets the aide’s subtle message. • She is skillful in guiding her peers.

  4. EARLY DEVELOPMENTAL THEORISTS • Jean Piaget observed that children have self-constructed understanding of physical and social phenomena that change in quantitative ways over time. • Lev Vygotsky proposed mechanisms through which children’s social and cultural environments influence their development, and his work provided the groundwork for sociocultural theory.

  5. GENERAL PRINCIPLES: Development • The sequence of development is somewhat predictable. • Children develop at different rates. • Development is often marked by spurts and plateaus. • Development involves both quantitative and qualitative changes. • Heredity and environment interact in their effects on development. • Formal schooling promotes development. • Children’s own behaviors influence their development.

  6. GENERAL PRINCIPLES:Developmental Processes • The brain continues to develop throughout childhood, adolescence, and adulthood. • Children have a natural tendency to organize their experience. • Children are naturally inclined to make sense of and adapt to their environment. • Development builds on prior acquisitions.

  7. GENERAL PRINCIPLES:Factors That Promote Development • Interactions with, as well as observations of, the physical environment promote development. • Language development facilitates cognitive development. • Interactions with other people promote development. • Inconsistencies between existing understandings and external events promote development. • Challenging tasks promote development.

  8. TRENDS IN COGNITIVE DEVELOPMENT • Children’s growing working memory capacity enables them to handle increasingly complex cognitive tasks. • Children’s growing knowledge base enhances their ability to learn new things. • Children’s knowledge, beliefs, and thinking processes become increasingly integrated. • Thinking becomes increasingly logical during elementary years. • Thinking becomes increasingly abstract in middle and secondary years.

  9. MORE TRENDS IN COGNITIVE DEVELOPMENT • Several logical thinking processes important for mathematical and scientific reasoning improve considerably in adolescence. • Children think more logically and abstractly about tasks and topics they know well. • True expertise comes only after many years of study and practice. • To some extent, different cultures encourage different reasoning skills.

  10. COMPONENTS OF INTELLIGENCE • It is adaptive. • It is related to learning ability. • It involves the use of prior knowledge. • It involves interaction and coordination of many different thinking and reasoning processes. • It is culture-specific.

  11. GENERAL PRINCIPLES:Intelligence • Intelligence can be measured only imprecisely. • Intelligence reflects general speed and efficiency of cognitive processing. • Intelligence involves numerous specific processes and abilities. • Learners may be more intelligent in some domains than in others. • Intelligence is a product of both heredity and environment. • Cognitive styles and dispositions predispose learners to think and act in more- or less-intelligent ways. • Learners act more intelligently with physical, symbolic, or social support.

  12. ADDRESSING STUDENTS’ DEVELOPMENTAL NEEDS • Accommodating developmental differences and diversity in the classroom • Fostering cognitive development in all children and adolescents

  13. RECOMMENDATIONS:Accommodating Developmental Differences and Diversity • Explore students’ reasoning with problem-solving tasks and probing questions. • Interpret intelligence test results cautiously. • Look for signs of exceptional abilities and talents. • Consult with specialists if children show significant delays in development.

  14. RECOMMENDATIONS:Fostering Cognitive Development in All Children • Encourage play activities. • Share the wisdom of previous generations. • Rely on concrete objects and activities, especially in the early elementary years. • Present abstract ideas more frequently in middle school and high school grades, but tie them to concrete objects and events.

  15. MORE RECOMMENDATIONS:Fostering Cognitive Development • Introduce sophisticated reasoning processes within the context of familiar situations and group work. • Scaffold students’ early efforts at challenging tasks and assignments. • Involve students in age-appropriate ways in adult activities. • Provide guidance and support so that all students can perform more intelligently.

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