Cognitive Dev't and Language(Piaget's Theory)


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Cognitive Dev't and Language(Piaget's Theory)

  1. 1. Development• It 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.
  2. 2. 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.
  3. 3. Principles ofDevelopment1. People develop at different rates.2. Development is relatively orderly.3. Development takes place gradually.
  4. 4. The Brain and Cognitive Development• Cerebral 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.
  5. 5. 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.
  6. 6. Neurons• Neurons 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.
  7. 7. 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.
  8. 8. Tendencies in Thinking• Organization- 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.
  9. 9. Piaget’s Stages of CognitiveDevelopment
  10. 10. Sensorimotor StageAge: 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.
  11. 11. Preoperational StageAge: 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
  12. 12. Concrete Operational StageAge: 7 to 11 yearsCharacteristics:  Increase ability to think logically  Understands law of conservation and is able to classify and seriate  Understands reversibility
  13. 13. Formal Operational StageAge: 11 to adultCharacteristics:  Can think in abstract terms  Can solve problems systematically and reason hypothesis  Hypothetic-deductive reasoning  Adolescent egocentrism
  14. 14. Implications of Piaget’s Theory for Teachers
  15. 15. • 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
  16. 16. Understanding &Building on Student’s ThinkingImportant implication of Piaget’stheory for teaching is what Hunt years ago(1961) called“the problem of the match”
  17. 17. 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 someconflict between what they think should happen and what actually happens, they may rethink the situation and new knowledge may develop.
  18. 18. Activity and Constructing Knowledge The individuals construct theirown understanding; learning is a constructive process.
  19. 19. In his words:Knowledge is not a copy of reality. To know an object, to know anevent, is not simply to look at it andmake 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.
  20. 20. As a general rule, student shouldact, manipulate, observe, and then talk and/or write about what they have experienced.
  21. 21. 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
  22. 22. SomeLimitationsof Piaget’s Theory
  23. 23. • Trouble with Stage – lack of consistency in children’s thinking.• Underestimating Children’s Abilities – Underestimated the cognitive abilities of children, particularly younger ones.
  24. 24. • 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.
  25. 25. Funds of Knowledge Knowledge that families and community members haveacquired in many areas of work,home, and religious life that canbecome the basis for teaching.
  26. 26. The Development of Language
  27. 27. Factors that play a role in language development:• Biological• Cultural• Experiential
  28. 28. To master a language, childrenmust: 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
  29. 29. 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.
  30. 30. • 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.
  31. 31. • 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
  32. 32. • 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 ones own use of language
  33. 33. Diversity In LanguageDevelopment
  34. 34. • 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.
  35. 35. • Heritage language- the language spoken in the students home or by members of the family.• Balanced bilingualism- adding a second language. capability without losing your heritage language
  36. 36. • Emergent literacy-the skills and knowledge, usually developed in the preschool years, that are the foundation for the development of reading and writing.
  37. 37. The End