Piaget cognitive theory of human growth

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Chapter 2: Cognitive Development
and Language
Ed Psych 202/Dr. Bauer
Marietta College

2. Copyright 2001 by Allyn and Bacon
Overview
 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

3. Copyright 2001 by Allyn and Bacon
Concept Map for
Chapter 2
Piaget’s Theory
and
Implications
Language
Development
Vygotsky’s Theory
and
Implications
Development
Defined
Cognitive
Development and
Language

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Development

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Types of Developmental
Change
 Physical
 Personal
 Social
 Cognitive

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Principles of Development
 Rates differ
 Orderly
 Gradual

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Brain Development
 Main structures
 Specialization and
integration
 Lateralization
 Storing and
transferring
information

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Jean Piaget

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Piaget’s Theory of Cognitive
Development
 Maturation
 Activity
 Social transmission
 Equilibration
 Mnemonic: MASE

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Piagetian Terminology
 Organization
 Schemes / schema
 Adaptation
 Assimilation
 Accommodation
 Equilibration
 Equilibrium
 Disequilibrium

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Piaget’s Stages of Cognitive
Development
 Sensorimotor
 Pre-operational
 Concrete
operations
 Formal operations

12. Sensorimotor Stage: 0-2
 Learning through
5 senses
 Object
permanence
 Goal directed
actions

13. 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.

14. 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!

15. Preoperational Stage: 2-7
 Operations
 Semiotic function
 One-way logic
 Difficulty with
centering &
conservation
 Egocentrism
 Language develops

16. Concrete Operational Stage:
Ages 7 - 11
 ‘Hands on’
thinking
 Conservation,
identity,
compensation
 Reversability
 Classification
 Seriation

17. Formal Operational Stage:
Ages 11 - 15
 Not all individuals
reach this stage
 Hypothetico-
deductive reasoning
 ‘Scientific’ reasoning
 Adolescent
egocentrism &
imaginary audience

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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

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Bacon
Create a Mnemonic for
Piaget’s Four Stages
Examples:
Sometimes Piaget Can
Frustrate!
Sophomore Psychologists
Can’t Fail!

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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

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Lev Vygotsky

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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

23. 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

24. 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

25. 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.

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Language Development

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Language Development
 Reinforced behaviors or special capacity
for language learning?
 Influences of heredity and environment

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Language Development:
The School Years
 Pronunciation
 Syntax
 Vocabulary & meaning
 Metalinguistic awareness

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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

30. 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

31. 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?

32. 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.

33. 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.

34. 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

35. 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 _________________.

36. 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.

37. 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

38. 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

39. 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?

40. Copyright 2001 by Allyn and Bacon
Time for Bill’s Story: Hearing Aid
loss