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Cognitive DevelopmentJean Piaget Constructivism TheoryKinds of KnowledgeConstructivismStages of Cognitive DevelopmentSensori-motor StageSubstages of Sensori-motor StageSlide 8Preoperational StageConcrete operationsConservation TasksFormal operationsContributions of Piaget's Theories to Current PracticeCriticisms of Piaget's IdeasLev Vygotsky Socio-cultural TheorySlide 16Slide 17Contributions of Vygotsky's Theories to Current PracticeCognitive DevelopmentJean PiagetConstructivism TheoryKinds of Knowledge•physical knowledge•logico-mathematical knowledge •social knowledgeConstructivism•children are active learners, not passive observers•organize their knowledge into schemes•schemes change through–assimilation–accommodationStages of Cognitive Development•children’s schemes change over time •cognition develops in stages, not gradually•each stage builds on accomplishments of prior stageSensori-motor Stage•ages birth – 2 years old•infant uses senses and motor abilities to explore•first explorations are innate reflexes•goal-directed behaviors•object permanenceSubstages of Sensori-motor Stage•1st: (birth - 1 mo)– innate reflexes, –circular reactions•2nd: (1-4 mo)–primary circular reactions•3rd: (4-8 mo)–secondary circularSubstages of Sensori-motor Stage•4th: (8-12 mo)–goal directed behavior–object permanence•5th: (12-18 mo) –tertiary circular•6th: (18-24 mo) –SymbolicrepresentationPreoperational Stage •ages 2-7•child uses mental representations of objects•play moves from using real objects to more complex play•child’s thinking is perception-bound, egocentric, irreversible, centrated, intuitive, animisticConcrete operations•ages 7-11•child uses logical operations•ability to –conserve–think flexibly–seriate–classify with more than 1 attribute and with hierarchical thinkingConservation TasksFormal operations•ages 12 and up•child uses logical operations in a systematic fashion•can think abstractly•hypothetico-deductive thinking•propositional thinkingContributions of Piaget's Theories to Current Practice•focus on active, hands-on learning•play is important•sensitivity to a child's current level of understanding•acceptance of individual differencesCriticisms of Piaget's Ideas•research methods•underestimated/overestimated the abilities of children•didn't adequately consider the role of culture and experience in children’s undertaking of his tasks•stage theoryLev VygotskySocio-cultural Theory•Importance of culture and society on a child’s learning–knowledge is socially constructed–culturally determined•Importance of interactions with more-abled members of the society–zone of proximal development–scaffolding•Language is the foundation of all higher cognitive processes–private speech–inner speech•Development is continuous, not occurring in stagesContributions of Vygotsky's Theories to Current Practice•opportunities for discovery and play•opportunities social interactions for learning•use of language to enhance conceptual


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SSU EDEC 420 - Cognitive Development

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