This document discusses the role of teachers in intellectual development according to various theories. It covers: 1) Bruner's concept of scaffolding, where teachers actively help and encourage learners to solve problems independently over time. 2) Piaget's stages of cognitive development from sensorimotor to formal operations between ages 0-15. The theory emphasizes hands-on learning and using props appropriate to students' developmental levels. 3) Vygotsky's sociocultural theory where language and culture shape cognitive development, and teachers should encourage students to problem solve beyond their current abilities within their "zone of proximal development".

1. P R E S E N T E D T O
DR. SAFDAR REHMAN GHAZI
ROLE OF TEACHER
IN
INTELLECTUAL DEVELOPMENT

2. PRESENTED BY
 MUHAMMAD FAROOQ MUSTAFA
 ATTA ULLAH
 AQIB HUSSAIN KAZMI
 MUHAMMAD MEHBOOB ATHAR
 NAZIR AHMAD SOHAIL

3. THE ROLE OF the TEACHER in Cognitive development
 SCAFFOLDING Helping learners get to the top of a
problem By far Bruner’s most influential work for
teachers was on the concept of ‘scaffolding’.
 The teacher actively helping and encouraging the
learner to get to the top of a problem.

4. THE ROLE OF the TEACHER in Cognitive development
 Scaffolding:
 Provides support
 Extends the range of what a learner can do.
 Allows the learner to accomplish tasks otherwise impossible
 Used only when needed
 Example :
An example of scaffolding in the classroom setting could include
a teacher first instructing her children on how to write a sentence
using commas and conjunctions. As the week goes on, she has
her students practice writing these sentences with peers, gives
students feedback and eventually has the kids to complete this
skill without her guidance.

5. THE ROLE OF the TEACHER in Cognitive development
 Underpinning the learner’s knowledge by linking to
real life experiences
 Presenting the learner with problems – What would
happen if?
 Confirming the learner’s existing knowledge
(assimilation)
 Challenging existing knowledge (accommodation)
 Using open questions to encourage thought
processes
 Using pictorial/ diagrammatical images

6. Jean Piaget’s theory
 Sensorimotor stage – 0-2 years: imitation, memory
and thought begin to be utilized
 Preoperational stage- 2-7 years: language
development and recognizing symbolic form
 Concrete operational stage- 7-11 years: able to solve
hands-on problems logically
 Formal operational stage- 11-15 years : able to solve
abstract problems in a logical fashion

7. Jean Piaget’s theory in class room
 Use concrete props and visual aids whenever possible.
 Make instructions relatively short, using actions as well as words.
 Do not expect the students to consistently see the world from someone else’s
point of view.
 Be sensitive to the possibility that students may have different meanings for
the same word or different words for the same meaning. Students may also
expect everyone to understand words they have invented.
 Give children a great deal of hands-on practice with the skills that serve as
building blocks for more complex skills like reading comprehension.
 Provide a wide range of experiences in order to build a foundation for
concept learning and language.

8. Piaget Vygotsky
 Thinking develops in
recognisable stages
which depend on natural
maturation
 Role of teacher important
but use of “more-expert
other” not central
 Readiness is a central
concept in education –
children need to be ready to
progress in their learning
Development of thinking is
dependent upon language and
culture
 Use of “more-expert other” seen as
fundamental part of cognitive
development
 Children should be actively
encouraged to move through ZPD
do not need to be ready but should
be given opportunity to engage in
problems which are beyond
current level of ability but within
ZPD
Vygotsky and Piaget

9. Piaget Vygotsky
 Scaffolding not a key
concept
 Language reflects level of
cognitive development
 This theory was very
influential in education
but has need revising and
underestimation of
children’s abilities still a
problem
 Scaffolding is a central concept
 Language helps to develop
cognitive abilities.
 This theory is still very
influential in education
Vygotsky and Piaget

10. Jean Piaget’s theory

11. Compiled By
 Muhammad Farooq Mustafa
 farooqmustafafarooq@gmail.com