Live seminar for class

1. EP114 Development in School-Aged Students Unit 5 Seminar Cognitive Development Developmental Theories (Piaget and Vygotsky)

2. Questions about grades? Please send me an email or meet me in a live chat session. If you would like a phone call please send me phone # in an email

3. Getting to know you… Did you make any New Year’s resolutions? I never do, but I always work to love better, laugh more, and make a difference in another person’s life.

4. Unit 5 Assignments Complete Readings Participate in the Discussion thread Either attend Seminar OR complete Seminar Option 2

5. Key Ideas in Piaget’s Theory Children are active, motivated learners Children naturally organize what they experience schemes operation Children adapt to environment through assimilation& accommodation Interaction with physical environment is critical Interaction with others is critical Equilibration leads to increasingly complex thought equilibrium disequilibrium Children think in qualitatively different ways at different age levels

6. Piaget’s Stages of Cognitive Development

7. Sensorimotor Stage (birth – 2) Begins with reflexes & sensorimotor schemes Goal-directed behavior emerges Object permanence emerges Symbolic thought emerges transition to new stage

8. Preoperational Stage Symbolic representation Limited mental manipulation (operations) egocentrism failure to conserve Age 2 to about age 6 or 7

9. Concrete Operational Stage Some mental manipulation & logical thought can conserve difficulty with abstract and counterfactual ideas Age 6-7 years until 11-12 years

10. Formal Operational Stage Abstract & scientific reasoning Hypothetical ideas Contrary-to-fact ideas Adolescents also become more idealistic

11. Current Perspectives Research supports sequence Research does not support ages infants show object permanence at 2 ½ months preschoolers aren’t always egocentric and often demonstrate conservation and class inclusion some elementary students exhibit abstract reasoning some high-school students never develop abstract reasoning Knowledge, experience, and culture affect reasoning abilities conservation may be taught children age 4 or 5 exhibit conservation after experiencing it prior knowledge affects formal operations education and culture affect cognitive development Cognitive development may not be universally stage-like

12. Applying the Ideas Provide opportunities for children to experiment Explore children’s reasoning, problem-solving with different activities & questions Keep Piaget’s stages in mind, but don’t take them too literally Present situations and ideas that children cannot easily explain using existing knowledge & beliefs Use familiar content and tasks when asking children to reason in sophisticated ways Plan group activities in which young people share their beliefs and perspectives

13. Key Ideas in Vygotsky’s Theory Some cognitive processes are seen in many species; others are unique to humans lower vs. higher functions Adults convey cultural interpretations through informal interactions & formal schooling mediation Every culture passes along physical and cognitive tools Thought & language become interdependent self-talk becomes inner speech Complex mental processes begin as social activities & evolve into mental activities internalization

14. Key Ideas in Vygotsky’s Theory Children acquire cultural tools in their own idiosyncratic manner appropriation Children can perform more challenging tasks when assisted Challenging tasks promote cognitive growth zone of proximal development Play allows children to stretch themselves cognitively

15. Zone of Proximal Development

16. Current Perspectives on Vygotsky’s Theory Social construction of meaning mediated learning experience Scaffolding Participation in adult activities guided participation cognitive apprenticeship Acquisition of teaching skills

17. Applying the Ideas Help children acquire cognitive tools Use group learning activities to help children internalize cognitive strategies reciprocal teaching Present challenging tasks & provide sufficient scaffolding help children develop strategies to scaffold themselves Assess children’s abilities under a variety of work conditions Provide opportunities to engage in authentic activities Let children play

18. Let’s hear your thoughts… Discuss your thoughts of the theories of Jean Piaget's and Lev Vygotksy. What similarities do you see in the two theories? What differences do you see?

19. Comparing Perspectives

20. Comparing Perspectives

21. Theoretical Differences Piaget Cognitive development is independent of language Developmental schemes are independent, requiring little guidance Interaction with peers is more valuable Culture is not important in determining thinking styles Vygotsky Language is essential for cognitive development Activities are facilitated & interpreted by more competent individual Interaction with advanced individuals is more valuable Culture is critical in determining thinking styles

22. Take-Home Message Piaget children are active, motivated learners who construct understanding based on experience probably underestimated capabilities of children probably overestimated the capabilities of adolescents Vygotsky humans differ from other species in their acquisition of complex mental processes, which are largely the legacy of cultural heritage Similarities constructive processes, readiness, challenge, social interaction Differences role of language; relative value of free exploration versus structured, guided activities; relative importance of interactions with peers versus adults; influence of culture

24. Scaffolding

25. Language is critical to cognitive development

26. Guided exploration and instruction

27. Greater emphasis on adults and those more advanced than the child

28. Assimilation

29. Accommodation

30. Language comes after cognitive development

31. Self exploration

32. Greater emphasis peer interaction than adult

33. Constructivist process

34. Readiness

35. Challenge

36. Social interactionUnit 5 Project Venn Diagram

37. Questions? Questions are always welcome!

38. References McDevitt, T. M., & Ormrod, J. E. (2010). Child Development and Education. Saddle River: Pearson Education, Inc.