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FINAL PRESENTATION
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Cognitive Development
andLanguage
DEVELOPMENTIt refers to a certain changes that occur in human beings between conception and death.
It is not applied to all changes, but rather to those that appear in orderly ways and remain for a long period of time.
ASPECTS OF DEVELOPMENT
Physical development - deals with the changes in the body.
Personal development - changes in the individual’s personality.
Social development - changes in the way how an individual relates to others.
Cognitive development - changes in thinking.
PRINCIPLES OF DEVELOPMENT
1. People develop at different rates.
2. Development is relatively orderly.
3. Development takes place gradually.
THE BRAIN AND COGNITIVE
DEVELOPMENTCerebral cortex - the outermost layer of gray matter making up the superficial aspect of the cerebrum.
Neuroscientists understand that brain development is related to the aspects of adolescence such as decision making and managing impulsive behaviour.
AREAS OR LOBES OF THE BRAIN
Frontal Lobe- responsible for memory formation, emotions and thinking processes.
Parietal Lobe- responsible for senses and integrates sensations.
Temporal Lobe- responsible for hearing and information retrieval.
Occipital Lobe- responsible for our visual capacity and capability.
NEURONSNeurons sends messages to each other by releasing chemicals that jump across the tiny spaces called synapses.
These synapses can be seen between the dendrites of one neuron and the axons of the other neurons.
SYNAPTIC OVERPRODUCTION
Experienced-expectant – synapses are overproduced in certain parts of the brain during certain developmental periods.
Experienced-dependent – synaptic connections are formed based on the individual’s experiences.
TENDENCIES IN THINKINGOrganization- ongoing process of arranging information and experience into mental systems or categories.
Adaptation- adjustment to the environment. Assimilation- fitting new
information into existing schemes. Accommodation- creating new
schemes in response to new information.
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
SENSORIMOTOR STAGE
Age: birth to 2 yearsCharacteristics:
Begins to make use of imitation, memory and thought.
Learns the concept of object permanence.
Moves from reflex actions to goal-directed activity.
PREOPERATIONAL STAGE
Age: 2 to 7 yearsCharacteristics:
Starts to use language Capable of thinking in the forms of mental images and words
Egocentric thinking or self-centered Difficulties seeing other’s point of view
CONCRETE OPERATIONAL STAGE
Age: 7 to 11 yearsCharacteristics:
Increase ability to think logically
Understands law of conservation and is able to classify and seriate
Understands reversibility
FORMAL OPERATIONAL STAGE
Age: 11 to adultCharacteristics:
Can think in abstract terms Can solve problems systematically and reason hypothesis
Hypothetic-deductive reasoning Adolescent egocentrism
IMPLICATIONS OF
PIAGET’STHEORY FOR TEACHERS
More interested in understanding children’s thinking.
He believed that the main goal of education should be to help children learn how to learn.
Student are the best sources of information about their own thinking abilities
UNDERSTANDING & BUILDING ON
STUDENT’S THINKING
Important implication of Piaget’s theory for teaching is what Hunt
years ago(1961) called “the problem of the match”
WHAT IS THE “PROBLEM OF THE MATCH”?
According to Hunt, disequilibrium must be kept “just right” to encourage growth. Setting up situation that lead to errors can help create an appropriate level of disequilibrium.
When students experience some conflict between what they think should happen
and what actually happens, they may rethink the situation and new knowledge
may develop.
ACTIVITY AND CONSTRUCTING
KNOWLEDGE
The individuals construct their own understanding; learning
is a constructive process.
In his words:
Knowledge is not a copy of reality. To know an object, to
know an event, is not simply to look at it and make a mental
copy or image of it. To know an object is to act on it. To know is
to modify, and as a consequence to understand
the way the object is constructed.
As a general rule, student should act, manipulate, observe, and
then talk and/or write about what they have experienced.
THE VALUE OF PLAY Maria Montessori said:
“Play children’s work”. In games they learn cooperation, fairness, negotiation, wining and losing.
All important skills for work someday.
Without cooperation, there is no game.
SOME LIMITATIONS OF PIAGET’S
THEORY
Trouble with Stage lack of consistency in
children’s thinking. Underestimating Children’s Abilities Underestimated the
cognitive abilities of children, particularly younger ones.
Cognitive Development & Information Processing Focus on the child’s
developing information processing skills such as attention, memory capacity, and learning strategies.
Cognitive Development & Culture Overlooks the important
effects of the child’s cultural and social group.
VYGOTSKY’S SOCIOCULTUR
AL PERSPECTIVE
“Vygotsky’s conceptualized development as the transformation of socially shared activities into internalized processes”
One of his key ideas was that our specific mental structures and processes can be traced to our interaction with others.
The Social Sources of Individual ThinkingSocial levelIndividual level
Social interaction was more than influence, it was the origin of higher mental processes.Piaget – most helpful interactions
were those between peers.Vygotsky – parents and teachers
for they are capable or advanced in thinking.
Two Themes in Vygotsky’s Writings:
Cultural tools (such as printing presses, rulers, abacus, computers, internet etc.) supports thinking, learning and plays a very important role in cognitive development.
Vygotsky emphasized the tools that the culture provides to support thinking – Psychological tools ( language, signs and symbols) The psychological tools can help
students advance their own development.
Cultural tools and Cognitive Development
Cultural tool kit – filled with physical tools and psychological tools for acting mentally.
Vygotsky’s theory: “language is the most important symbol system in the tool kit, and it is the one that helps to fill the kit with other tools.
THE ROLE OF LANGUAGE AND PRIVATE SPEECH
Piaget - “egocentric speech”He assumed that egocentric
speech is another indication that young children can’t see the world through the eyes of others.
As they mature children developed socialized speech and learn how to listen and exchange ideas.
Vgotsky – “self-regulation” He believed that self-
regulation developed in a series of stage. The child’s behavior is regulated by others, usually parents, using language and other signs such as gestures.
The child learns to regulate her own behavior by using
silent inner speech.
THE ROLE OF LEARNING AND DEVELOPMENT
Piaget defined development as the active construction of knowledge and learning as the passive formation of associations.
Vygotsky believed that learning was an active process that does not have to wait for readiness. Learning pulls development to higher level means that other people play a significant role in cognitive development.
He saw a learning as a tool in development-learning pulls development up to higher
levels and social interaction is a key in learning.
THE ROLE OF ADULTS AND PEERS
Vygotsky’s believed that cognitive development occurs through the child’s conversations and interactions with more capable members of the culture. These people serve as guides and teachers, providing the information and support necessary for the child to grow intellectually.
Scaffolding – children use this help for support while they build a firm understanding that will eventually allow them to solve the problems on their own.
FUNDS OF KNOWLEDGE
Knowledge that families and community members have acquired in many areas of
work, home, and religious life that can become the basis for
teaching.
THE DEVELOPMENT OF LANGUAG
E
FACTORS THAT PLAY A ROLE IN LANGUAGE
DEVELOPMENT:
BiologicalCulturalExperiential
To master a language, children must:
a) Read the intentions of others so they can acquire the words, phrases, and concepts of their language and also
b) Find patterns in the ways other people use the words and phrases to construct the grammar of their language.
WHEN AND HOW DOES LANGUAGE DEVELOP
Sounds & Pronunciation By about age 5, most children
have mastered the sounds of their native language, but a few sounds may remain unconquered.
Vocabulary & Meaning Expressive vocabulary- the
words a person can speak.
Receptive vocabulary- the words a person can understand in spoken or written words.
Bilingual- Speaking two languages and dealing appropriately with the two different cultures.
Grammar & Syntax Over regularize- to apply
a rule of syntax or grammar in situations where the rule does not apply.
Syntax- The order of words in phrases or sentences
Pragmatics: Using Language in Social Situations Pragmatics- the rules for
when and how to use language to be an effective communicator in a particular culture
Metalinguistic Awareness- Understanding about one's own use of language
DIVERSITY IN LANGUAGE
DEVELOPMENT
Benefits of Bilingualism Higher degrees of bilingualism are correlated with increased cognitive abilities in such areas as concept formation, creativity, theory of mind, cognitive flexibility, and understanding that printed words are symbols of language.
Heritage language- the language spoken in the student's home or by members of the family.
Balanced bilingualism- adding a second language. capability without losing your heritage language
Emergent literacy-the skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing.