Day 3 (COGNITIVE DEVELOPMENT THEORY)

• Jean Piaget (1896-1980)

  • Cognitive development theory
  • younger children were not less knowledgeable but, instead,  answered the questions differently than their older peers because they thought differently.
• Basic Cognitive Concepts

  1. Schema
  2. Assimilation
  3. Accommodation
  4. Equilibration
• Schema - the cognitive structure by which individuals intellectually adapt to and organize their environment
• Assimilation - the process of fitting new experience into an existing created schema
• Accommodation  -the process of creating a new schema
• Equilibration  -achieving proper balance between assimilation and accommodation.
• Stages of cognitive development

  1. Sensorimotor (birth to 2 years)
  2. Pre-operational stage (2 to 7 years)
  3. Concrete operational stage (7 to 11 years)
  4. Formal operational stage (11 years and above)
• Sensorimotor (birth to 2 years)

  • Stage when a child initially reflexive in grasping, sucking, and reaching becomes more organized in his movement and activity. Focuses on the prominence of the senses and muscle movement through which the infant comes to learn about himself and the world. In working with children in the sensorimotor stage, they should aim to provide a rich and stimulating environment with  appropriate objects to play with.
• Object Permanence  -ability attained in this stage where he knows that an object still exists even when out of sight
• Preoperational Stage (2 to 7 years)

  •  Preschoolers represent the world symbolically
  • Intuitive thinking
• Symbolic Function

   the ability to represent objects and events
• Egocentrism the tendency of a child to only see his point of view and assume that everyone else also has his same point of view.
• Centration

   the tendency of the child to only focus on one thing or event and exclude other aspects.
• Lack of Conservation the inability to realize that some things remain unchanged despite looking different
• Irreversibility Pre-operational children still have the inability to reverse their thinking
• Animism the tendency of the child to attribute human like traits to inanimate objects.
• Realism

  believing that psychological events, such as dreams, are real
• Artificialism the belief that natural events are man-made
• Transductive Reasoning errors in cause-effect relationship
• Concrete Operational Stage (7 to 11 years) -This stage is characterized by the ability of the child to think logically but only in terms of concrete objects covers the elementary school years.
• Decentering the ability of the child to perceive the different features of objects and situations
• Reversibility the ability of the child to follow that certain operations can be done in reverse.
• Conservation the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance
• Seriation

  the ability to arrange things in a series based on one dimension such as weight, volume, size, etc.
• Classification o the ability to group or classify things according to one dimension/aspect
• Inductive Reasoning

   from specific to general
• LEV VYGOTSKY

  Proponent of  SOCIO-CULTURAL THEORY
• Socio-Cultural Theory It is a theory that tackles social interaction plays a very important role in cognitive development. ( Leve Vygotsky)
• Social interaction and culture are two central factors in cognitive development. Language is also another factor in the cognitive development.
• Private speech  -a form of self-talk that guides the child's thinking and action.
• Zone of Proximal Development - is the difference between what a child can accomplish ALONE and what she can accomplish with the GUIDANCE of another. The ZONE represents a learning opportunity where a knowledgeable adult such as a teacher or parent or a more advanced peer can assist the child's development.
• More Knowledgeable Other Competent adult or a more advanced peer
• Scaffolding The SUPPORT or ASSISTANCE that lets the child accomplish a task he CANNOT accomplish independently.

  It should involve JUDICIOUS assistance given by the adult or peer so that the child can move from the zone of actual development to the the zone of proximal development.
• Fade away Technique

  Removal of scaffolding.
• When the MKO scaffolds, the process moves in four levels:

  1. I do, you watch.

  2. I do, you help. 3. You do, I help.

  4. You do, I watch.
• MORAL DEVELOPMENT THEORY was a theory proposed by Lawrence Kohlberg.
• Level 1  -  Pre-conventional Morality People at this stage do not really understand the conventions/rules of a society.
• Stage 1:  Punishment - Obedience Orientation

  Consequences of acts determine whether they're good or bad.

  -takot gawin ang isang bagay due to parusa
• Stage 2: Instrumental Relativist Orientation (Mutual Benefit)

  The ethics of "What's in it for me?" Obeying rules and exchanging favors are judged in terms of the benefit to the individual.
• LEVEL II  -Conventional People at this stage conform to the conventions/rules of a society.