1 / 46

C H A P T E R 2

C H A P T E R 2. Cognitive and Language Development. Learning Goals. Define development and explain the main processes, periods, and issues in development as well as links between development and education.

scotm
Download Presentation

C H A P T E R 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. C H A P T E R 2 Cognitive and Language Development

  2. Learning Goals • Define development and explain the main processes, periods, and issues in development as well as links between development and education. • Discuss the development of the brain and compare the cognitive developmental theories of Jean Piaget and Lev Vygotsky. • Identify the key features of language, biological and environmental influences on language, and the typical growth of a child’s language.

  3. Cognitive and Language Development An Overview of Child Development Development and Education Exploring What Development Is Processes and Periods Developmental Issues

  4. An Overview of Child Development Development: The pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span.

  5. Developmental Processes Biological processesandgenetic inheritance • Development of the brain • Gains in height and weight • Changes in motor skills • Puberty’s hormonal changes Cognitive processes • Changes in the child’s thinking • Intelligence • Languageacquisition

  6. Developmental Processes Socioemotional processes • Changes in the child’s relationships with other people • Changes in personality

  7. Developmental Issues Nature-Nurture Issue Continuity-Discontinuity Issue Early-Later Experience Issue

  8. Development and Education • Developmentally appropriate teaching practices • Splintered development

  9. Cognitive and Language Development Cognitive Development The Brain Vygotsky’s Theory Piaget’s Theory

  10. Synaptic Density in the Human Brain

  11. Myelination Myelination increases the speed at which information travels through the nervous system.

  12. Brain Lateralization …the specialization of functions in each hemisphere of the brain. Verbal Processing In most individuals, speech and grammar are localized in the left hemisphere. Nonverbal Processing Spatial perception, visual recognition, and emotion are localized in the right hemisphere.

  13. Brain and Children’s Education • Role of early and later experiences • Dramatic changes in synaptic connections • Prefrontal cortex development into adolescence • Cognitive control challenges in adolescence • Brain functioning along specific pathways and integrated

  14. Schemas Assimilation Accommodation Organization Equilibration Actions or mental representations that organize knowledge Incorporating new information into existing schemas Adjusting existing schemas to fit new information and experiences Grouping isolated behaviors and thoughts into a higher-order system A shift, a resolution of conflict to reach a balance Piaget’s Cognitive Processes

  15. Piaget’s Four Stages • Cognition unfolds in a sequence of four stages. • Each stage is age-related and distinctive. • Each stage is discontinuous from and more advanced than the previous.

  16. Piaget’s Four Stages

  17. Piaget’s Sensorimotor Stage Coordination of sensory experiences with motor actions. Object permanence involves the realization that objects continue to exist over time.

  18. Piaget’s Preoperational StageSymbolic Function Substage Symbolic Thought: Ability to represent mentally an object that is not present. Limitations: • Egocentrism: The inability to distinguish between one’s own perspective and someone else’s perspective. • Animism: The belief that inanimate objects have “lifelike” qualities and are capable of action.

  19. The Three Mountain Tasks

  20. Piaget’s Preoperational StageIntuitive Thought Substage Intuitive Thought rather than logical thinking Centration: Focuses on one characteristic to the exclusion of others. Lack of Conservation Classification:Ability to classify objects according to only one characteristic at a time.

  21. Conservation of Liquid

  22. Piaget’s Concrete Operational Stage Logical reasoning replaces intuitive reasoning, but only in concrete situations. ConservationThe idea that some characteristics of an object stay the same even though the object might change in appearance. ClassificationCoordinate several characteristics rather than focus on a single property of an object. SeriationOrder stimuli along some quantitative dimension. TransitivityCombine relations to understand certain conclusions. If A>B, and B>C, then A>C.

  23. Hierarchical Classification When shown a family tree of four generations, the concrete operational child can classify the members vertically, horizontally, and obliquely.

  24. Piaget’s Formal Operational Stage Abstract reasoning: Think in abstract, idealistic, and logical ways. Hypothetical-deductive reasoning:Ability to develop hypotheses about ways to solve problems and systematically reach a conclusion. Adolescent egocentrism:Heightened self-consciousness and a sense of personal uniqueness.

  25. Piaget’s TheoryTeaching Strategies • Manipulate groups of objects • Reduce egocentrism • Draw conclusions and explain why Preoperational Thinkers • Encourage children to discover concepts and principles • Assign operational tasks Concrete Operations • Propose problems and encourage hypothesis formation • Suggest alternative approaches to problems • Develop projects and investigations Formal Operations

  26. Enter the Debate Should teachers allow preschool, kindergarten, and first-grade students to play for the bulk of their day? YES NO

  27. Piaget’s Cognitive ConstructivismTheory into Practice Jennifer, James, and several of their classmates are playing hide-and-go-seek during indoor recess one rainy day. Jennifer carefully conceals her entire body behind Mrs. Johnson’s long smock. In contrast, James hides only his upper body behind a jacket hanging on a hook. He giggles, sure that his classmates will never see him. Q:Based on the information given above, at which of Piaget’s stages of cognitive development is James most likely operating? Explain.

  28. Piaget’s Cognitive ConstructivismTheory into Practice Mr. Jackson has a sand table in his kindergarten classroom. He provides his students with many containers of different sizes and shapes to play with in the sand. He watches as his students carefully pour sand from one container to another. One little girl, Michelle, seems amazed when she pours sand back and forth between two containers. The sand always fills up one container and only half-fills the other, yet the containers are the same height. Q:Based on the information given above, what skill is Michelle most likely developing? Explain.

  29. Piaget’s Cognitive ConstructivismTheory into Practice Mr. Welby teaches high school English. He always asks his students to find the symbolism in the great works of literature he assigns. Some students do this with relative ease. For others it is a real struggle. Many are only able to parrot back what he has told them in class. Q.1:At which of Piaget’s stages are those who understand the symbolism in literature likely operating? Q.2:At which of Piaget’s stages are those who cannot understand the symbolism in literature likely operating?

  30. Piaget’s Cognitive ConstructivismTheory into Practice Marsha refuses to go to school one morning because she is having a “bad hair day” and is certain that everyone will stare at her all day. Her mother assures her that she looks just fine. However, Marsha races back to the bathroom to attempt to fix her “awful hair.” Q:What would Elkind say is happening here?

  31. Criticisms of Piaget’s Theory • Estimates of children’s competence • Stages • Training children to reason at a higher level • Culture and education

  32. Crack the CaseThe Case of the Book Report • Drawing on Piaget’s theory, explain why Cindy understood the book. • Based on Piaget’s theory, explain why Lucy did not understand the book. • What could Mr. Johnson do to help Lucy understand? cont’d

  33. Crack the CaseThe Case of the Book Report • How could Mr. Johnson have presented this assignment differently so that Lucy did not need to rush through a book? • At which of Piaget’s stages of cognitive development is Cindy operating? • At which of Piaget’s stages of cognitive development is Lucy operating?

  34. Vygotsky’s Theory Zone of Proximal Development Scaffolding: Teacher adjusts the level of support as performance rises. Language and Thought: Develop independently of each other, then merge. Have external or social origins Self-talk

  35. Tasks too difficult for child to master even with assistance ZPD Tasks child can master alone Vygotsky’s Zone of Proximal Development (ZPD)

  36. Vygotsky’s Social ConstructivismTheory into Practice Peter is having difficulty with his math assignment. His teacher, Ms. Jacobs helps him work through the first problem step-by-step. Peter begins to understand the concepts and begins the other problems. Suzanne also struggles with the assignment. However, even when Ms. Jacobs works through the first problem with her, she still cannot grasp how to do the remaining problems. Meanwhile, Clarice has breezed through the assignment with no difficulty at all. Q.1:What would Vygotsky say about the assignment for Peter? Q.2:What would Vygotsky say about the assignment for Suzanne?

  37. Vygotsky’s Social ConstructivismTheory into Practice Peter is having difficulty with his math assignment. His teacher, Ms. Jacobs helps him work through the first problem step-by-step. Peter begins to understand the concepts and begins the other problems. Suzanne also struggles with the assignment. However, even when Ms. Jacobs works through the first problem with her, she still cannot grasp how to do the remaining problems. Meanwhile, Clarice has breezed through the assignment with no difficulty at all. Q.3:What would Vygotsky say about the assignment for Clarice? Q.4:What would Vygotsky call the assistance Ms. Jacobs gives Peter and Suzanne? Explain.

  38. Reflection & Observation Reflection: • Identify an experience in which a more competent person helped you learn something you were unable to do alone. • How did this person scaffold your learning?

  39. Cognitive and Language Development Language Development What Is Language? How Language Develops Biological and Environmental Influences

  40. Language is … …a form of communication, spoken, written, or signed, that is based on a system of symbols. Phonology Sound system of a language Morphology Units of meaning involved in word formation Syntax Rules for combining words into phrases/sentences Semantics Meaning of words and sentences Pragmatics Appropriate use of language in different contexts

  41. Biological and Environmental Influences Interactionistsemphasize the contribution of both. Children are neither exclusively biological linguists nor social architects of language.

  42. How Language DevelopsInfancy • Babbling • One  two words

  43. How Language DevelopsEarly Childhood

  44. How Language DevelopsMiddle & Late Childhood

  45. How Language DevelopsAdolescence • Increased sophistication in use of words • Greater understanding of metaphors, satire, and complex literary works • Better writers • Dialect includes jargon and slang

  46. Supporting Vocabulary Development Through Technology Computers • Relate the new to the known • Promote active, in-depth processing • Encourage reading Audio Books Educational Television

More Related