Child and Adolescent Development:Cognitive development

Week 2-1

Overview:

Basic theoretical issues Cognitive-Developmental theory (Piaget) Sociocultural theory (Vygotsky)

1.Basic theoretical issues

Definition of development– Certain changes that occur in human beings

between conception and death– Temporary change caused by a brief ill or drugs is

not considered part of development– Can be divided into many different aspects,including

physical development,personal development,social development, and cognitive development.

General principles of development

People develop at different rates Development is relatively orderly Development takes place gradually Development is affected by both heredity and

environment

2.Piaget’s Cognitive Theory

Born in Neuchâtel, Switzerland, on August 9, 1896. 

In 1918, received his Doctorate in Science from the University of Neuchâtel. 

In 1952, he became a professor at the Sorbonne

Background of Cognitive Theory

Student of biology and zoology Learned that survival requires adaptation Any individual organism, as well as an entire species,

must adapt to constant changes in the environment Viewed development of human cognition/intelligence

as the continual struggle of a very complex organism to adapt to complex environment

Piaget’s Cognitive Theory:

Human development described in terms of functions and structures

Functions: inborn biological mechanisms that are the same for everyone, remain unchanged during lifetime; help construct internal cognitive structures

Structures: change repeatedly during development Schemes = cognitive structures

Schemes

Fundamental aspect of theory Not something that a child has, is what a child does Relationships between two elements, an object in the

environment and the child’s reaction to the object E.g., Ball - can push it, throw it, mouth it Psychological structure, reflects child’s underlying

knowledge that guides interactions with the world.

Schemes

It is the nature and organization of schemes that define a child’s intelligence at a given time.

Schemes are flexible, typically have a broad scope, change over time

Example

3.5 years child reading the map of China Shandong to Shanghai Shandong to Beijing How will we go from shanghai to beijing to call

on someone? Conclusion: The child merges two schemes int

o a unit

Functions

Two major functions: 1) Organization: Cognitive structures are

related and fitted into the existing system.– Involves integration, not just adding on.

2) Adaptation: Tendency of the child to fit with its environment in ways that promote survival. (Sub-processes are assimilation and accommodation.)

Piaget’s Cognitive Theory: Constructivism

Children’s knowledge of events in the environment are not an exact reproduction of those events. Not like a photograph.

Children shape what they learn from their environments and shape it to fit with existing schemes.

Stages (periods) of development

Sensorimotor (0-24 months) Preoperational period (Ages 2 to 6 years) Concrete operational period (6 - 11 years) Formal operations period (11 years - adulth

ood)

Sensorimotor stage (0 to 24 months):

Six substages Reflexes graduate to more flexible action patter

ns Show increasing levels of intentional and goal

directed behavior Begin to understand object permanence Mental representation develops Deferred imitation, make-believe play

Preoperational stage (24 months to 7 years)

Make-believe play becomes more complex, evolves to socio-dramatic play

Dual representation develops (realize that photos represent things in the world)

Helps preschoolers understand others’ perspectives Still quite egocentric Animistic thinking Conservation and hierarchical classification still

difficult

Teaching preoperational child

Use concrete and visual aids Short instruction with actions and words Pay attention to the inconsistent perspectives More hands-on practice When learning concepts and language,provide

a wide range of experiences

Concrete Operational stage (7 to 11 years)

Thought becomes more logical and organized Conservation develops: Shows that kids can d

e-centre and reverse their thinking Seriation and inference develops Cognitive maps develop Cultural practices and education have a profou

nd effect at this stage

Teaching the concrete-operational students

Use concrete props and visual aids Give students chances to manipulate and test objects Presentation and readings should be brief and well-

organized Use familiar examples to explain complex ideals Give opportunities to classify and group objects and

ideals on increasingly complex levels Present questions the need logical,analytical thinking

Formal Operational stage (11 years +):

Abstract thinking appears Deductive reasoning emerges Even many university students only think in

abstract ways on topics with which they have extensive experience.

Teaching formal operational students

Continue to use concrete-operational teaching strategies and materials

Give students the opportunity to explore many hypothetical questions

Give students opportunities to solve problems and reason scientifically

If possible, teach broad concepts, not just facts,using materials relevant to the real life

Educational implications

Children is not “small adults” Understanding students’ thinking Teaching based on the developmental levels of

students’ thinking Learning is a constructive process

Limitations of Piaget’s Theory

The trouble with stages(lack of consistency in children’s thinking)

Underestimating children’s abilities Children’s trouble with Piagetian tasks can be explaine

d by information processing theory

(neo-Piagetian theories ) Can’t explain youth’s thinking(post-formal operation) Overlooking the effects of culture and social group

3.Vygotsky’s Sociocultural theory

Born on November 5, 1896 in Byelorussia (Soviet Union)

He was first educated as lawyer and a philologist

He began his career as a psychologist in1917 and only pursued this career for 17 years before his death from tuberculosis in 1934.

Basic viewpoints

Emphasized the way that values, beliefs, customs, and skills of a culture/social group influence children

Focused on dialogues between children and more experienced members of society

Language leads to self-talk and the development of cognition, and later metacognition

(errors in text p44)

Vygotsky’s theories

Cultural tools theory Private/self speech theory Theory of zone of proximal development

Cultural tools theory

Social interaction is the origin of individual thinking

Cultural tools,including real tools and symbolic tools play very important roles in cognitive development

Higher-order metal processes are mediated by psychological tools

Private speech theory

Children speak to themselves for self-guidance Start doing this openly, then to self (you may

see their lips move) Language forms the foundation for all higher

cognitive processes Children with learning difficulties show more

private speech over a longer period

Private speech and self-regulation

First, behavior is regulated by others Next, using the same language to regulated

others’ behavior Third , using private speech to regulate ones

own behavior Finally, regulated his/her behavior by silent

inner speech

Theory of zone of proximal development

A: The area where child can solve a problem alone

B: Problems beyond the children’s capabilities C: Zone of proximal development: the area

where the child can’t solve a problem alone,but can be successful under adult guidance or in collaboration with a more advanced peer

Instruction should be given in the ZPD

Implications of Vygotsgy’s theory for teachers

Assisted learning– Scaffolding– From heteronomous to autonomous

The zone of proximal development– Assessment of learning potential– Guide students by explanations,demonstrations,and

with other students

Differences between Piaget and Vygotsky’s theories

Piaget Vygotsky

Background

Course of Development

Agents of Development

Implications

Pause and Discussion

What makes the differences between Piaget’s and Vygotsky’s theories?

Application and Generation

Analyse the reasons why your English study are relatively ineffective.

Design a suitable project for enhancing your English performance.

The End