10. Rules for Toddlers
If I like it, it’s mine.
If it’s in my hand, it’s mine.
If I can take it from you, it’s mine.
If I had it a little while ago, it’s mine.
If it’s mine, it must never appear to be
yours in any way.
11. Rules for Toddlers, continued
If I’m doing or building something, all
the pieces are mine.
If it looks like mine, it’s mine.
If I saw it first, it’s mine.
If you are playing with something, and
you put it down, it automatically
becomes mine.
If it’s broken,
it’s yours!
12. Preoperational Stage: 2-7
Operations
Semiotic function
One-way logic
Difficulty with
centering &
conservation
Egocentrism
Language develops
14. Formal Operational Stage:
Ages 11 - 15
Not all individuals
reach this stage
Hypothetico-
deductive reasoning
‘Scientific’ reasoning
Adolescent
egocentrism &
imaginary audience
15. Copyright 2001 by Allyn and Bacon
Implications of Piaget’s Theory
for Teachers
Understanding students’ thinking
‘Match’ teaching to cognitive stage
Presentation strategies
Illustrations and examples
Assignments
Use disequilibrium to motivate
Individuals ‘construct’ knowledge Use
disequilibrium to motivate
See Guidelines, Woolfolk pp. 33, 36, & 38
16. Copyright 2001 by Allyn and
Bacon
Create a Mnemonic for
Piaget’s Four Stages
Examples:
Sometimes Piaget Can
Frustrate!
Sophomore Psychologists
Can’t Fail!
17. Copyright 2001 by Allyn and Bacon
Limitations of Piaget
Stage theory
inconsistencies
Underestimating
children's abilities
Cognitive
development &
information
processing
Overlooks influence
of cultural and social
groups See Point▼Counterpoint, Woolfolk p. 41
19. Copyright 2001 by Allyn and Bacon
Vygotsky Sociocultural
Perspective
Knowledge is co-constructed
Interpsychological
Intrapsychological
Social interactions
Role of cultural tools
Role of language & private speech
Self-talk & learning
Role of adults and peers
20. Copyright 2001 by Allyn and Bacon
Private Speech: Piaget versus Vygotsky
Piaget Vygotsky
Developmental
Significance
Lack of ability External
thinking
Course of
Development
Declines with
age
Increases in
youth, then
declines
Relationship to
Social Speech
Negative;
immature
Positive; social
stimulated
Relationship to
Environmental
Context
Piaget did not
comment
Increases with
task difficulty
21. Copyright 2001 by Allyn and Bacon
Implications of Vygotsky’s
Theory for Teachers
Assisted learning
Scaffolding
Zone of proximal
development
Collaborative learning
Alternative assessment
See Table p. 50 &
Guidelines p. 52
22. Copyright 2001 by Allyn and Bacon
Reflection Questions
Compare Piaget with Vygotsky
regarding implications for teaching.
Compare disequilibrium with the zone
of proximal development.
Compare the role of social transmission
in Piaget’s and Vygotsky’s theories.
24. Copyright 2001 by Allyn and Bacon
Language Development
Reinforced behaviors or special capacity
for language learning?
Influences of heredity and environment
25. Copyright 2001 by Allyn and Bacon
Language Development:
The School Years
Pronunciation
Syntax
Vocabulary & meaning
Metalinguistic awareness
26. Copyright 2001 by Allyn and Bacon
1st Grade Teachers and
Literacy
Build on existing emerging literacy skills
Be supportive and positive
Actively involve children in meaningful,
functional language experiences
Acknowledge differences
Emphasize reading
Develop partnerships with families
See Family and Community
Partnerships, Woolfolk, p. 56
27. Copyright 2001 by Allyn and Bacon
Summary
Definition of Development
Piaget’s Theory of Cognitive
Development
Implications of Piaget’s Theory
Vygotsky Sociocultural Perspective
Implications of Vygotsky’s Theory
Development of Language
28. Copyright 2001 by Allyn and Bacon
Review Questions
What are three principles of development?
What part of the brain is associated with
higher mental functions?
What is lateralization and why is it
important?
What are the main influences on cognitive
development?
What is a scheme?
29. Copyright 2001 by Allyn and Bacon
Review Questions
As children move through Piaget’s four
stages, what are the major changes?
What is the “problem of the match”?
What is active learning? Why is Piaget’s
theory consistent with active learning?
What are some limitations of Piaget’s theory?
Explain how interpsychological development
becomes intrapsychological development.
30. Copyright 2001 by Allyn and Bacon
Review Questions
What are the differences between Piaget’s and
Vygotsky’s view of private speech and its role in
development?
What is assisted learning? Scaffolding?
What is a student’s zone of proximal
development?
How are humans predisposed to develop
language? What role does learning play?
Describe teacher actions and responses that
encourage language development.
31. Copyright 2001 by Allyn and Bacon
Compare & Contrast Piaget’s and
Vygotsky’s Theories.
Piaget Vygotsky
Key concepts
Role of teacher
Can development
be accelerated?
How does the
child’s thinking
change with age?
How does social
interaction affect
cognitive level?
Copyright 2001 by Allyn and Bacon
32. Copyright 2001 by Allyn and Bacon
Short Answer
When a child can focus on both
width and length of two triangles in
order to compare their areas,
Piaget would say that the child is
capable of _________________.
33. Copyright 2001 by Allyn and Bacon
Short Answer
When a child can focus on both
width and length of two triangles in
order to compare their areas,
Piaget would say that the child is
capable of decentering.
34. Copyright 2001 by Allyn and Bacon
Multiple Choice
According to Vygotsky, which of the
following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
35. Copyright 2001 by Allyn and Bacon
Multiple Choice
According to Vygotsky, which of the
following would be most influential
on a child’s learning?
a. Social transmission
b. Cognitive level
c. Repetition of information
d. Maturation
36. Copyright 2001 by Allyn and Bacon
Mnemonics: How Will
You Remember…...
Piaget’s influences
on development?
Piaget’s four stages?
The zone of
proximal
development?
37. Copyright 2001 by Allyn and Bacon
Time for Bill’s Story: Hearing Aid
loss
