Jean Piaget's theory milestones disorders

1. COGNITIVE
DEVELOPMENT
BY: CHARU

2. • Piaget's (1936) theory of cognitive development explains how a
child constructs a mental model of the world. He disagreed with the
idea that intelligence was a fixed trait, and regarded cognitive
development as a process which occurs due to biological maturation
and interaction with the environment.
Piaget's Theory Differs From Others In Several Ways:
▪ It is concerned with children, rather than all learners.
▪ It focuses on development, rather than learning per se, so it does not
address learning of information or specific behaviors.
▪ It proposes discrete stages of development, marked by qualitative
differences, rather than a gradual increase in number and complexity of
behaviors, concepts, ideas, etc.

3. • Building blocks of knowledge
Schemas
• enable the transition from one stage to another (equilibrium,
assimilation, and accommodation).
Adaptation Process
• sensorimotor,
• preoperational,
• concrete operational,
• formal operational.
Stages of Cognitive Development

4. “A cohesive, repeatable
action sequence
possessing component
actions that are tightly
interconnected and
governed by a core
meaning.“
• A schema can be defined as a set of linked mental representations of
the world, which we use both to understand and to respond to
situations.
• He described how - as a child gets older - his or her schemas become
more numerous and elaborate.
• These neonatal schemas are the cognitive structures underlying
innate reflexes. These reflexes are genetically programmed into us.

5. • Assimilation
– Which is using an existing schema to deal with
a new object or situation.
e.g. A 2-year-old child sees a man who is bald
on top of his head and has long frizzy hair on the
sides. To his father’s horror, the toddler shouts
“Clown, clown” (Siegler et al., 2003).
• Accommodation
– This happens when the existing schema
(knowledge) does not work, and needs to be
changed to deal with a new object or situation.
e.g. In the “clown” incident, the boy’s father
explained to his son that the man was not a
clown and that even though his hair was like a
clown’s, he wasn’t wearing a funny costume and
wasn’t doing silly things to make people laugh.
• Equilibration
– This is the force which moves development
along. Piaget believed that cognitive
development did not progress at a steady rate,
but rather in leaps and bounds.

7.  The Role of Language in Cognitive Development Language is
considered an indicator of cognitive development.
The following lists the developmental stages of
language:
• 6 months: babbling, all sounds
• 9 months: narrowing of sounds
• 11 months: first words
• 18 months: 2-word combinations
• 2-3 years: 3 words, word order, inflections
• 4-5 years: nearly complete syntax
• 5-7 years: complex production 9 years,understands all forms
• 11-13 years: final shift in complexity

8. The first three months of a child's life are a time of wonder.
Major developmental milestones at this age are centered on exploring
the basic senses and learning more about the body and the
environment.
FROM BIRTH TO 3 MONTHS :
See objects
more clearly
within a
distance of
13 inches
Focus on
moving
objects,
including the
faces of
caregivers
Tell between
sweet, salty,
bitter, and
sour tastes
Detect
differences
in pitch and
volume
See all
colors in the
human visual
spectrum
Suckling
reflex

9. In early infancy, perceptual abilities are still developing. From the age of
three to six months, infants begin to develop a stronger sense
of perception.
FROM 3 TO 6 MONTHS:
Recognize
familiar
faces
Respond to
the facial
expressions
of other
people
Recognize
and react to
familiar
sounds
Begin to
imitate
facial
expressions

10. To learn more about the mental processes of infants, researchers
have come up with a number of creative tasks that reveal the inner
workings of the baby brain.
FROM 6 TO 9 MONTHS :
differences
between
animate and
inanimate
objects
differences
between
pictures
depicting
different
numbers of
objects
Utilize the
relative size of
an object to
determine how
far away it is
Gaze longer at
"impossible"
things such as
an object
suspended in
midair

11. As infants become more physically adept, they are able to explore the world
around them in greater depth. Sitting up, crawling, and walking are just a
few of the physical milestones that allow babies to gain a greater mental
understanding of the world around them
FROM 9 TO 12 MONTHS:
object
permanence,
the idea that an
object
continues to
exist even
though it
cannot be seen
Imitate
gestures and
some basic
actions
Respond
with
gestures
and sounds
Like
looking at
picture
books
Manipulate
objects by
turning them
over

12. Children's physical, social, and cognitive development seems to grow by
leaps and bounds
FROM 1 YEAR TO 2 YEARS:
Understand
and respond
to words
Identify
objects that
are similar
Tell the
difference
between
"Me" and
"You"
Imitate the
actions and
language of
adults
Learn
through
exploration

13. Children are becoming increasingly independent. Since they are now able
to better explore the world, a great deal of learning during this stage is the
result of their own experiences
FROM 2 TO 3 YEARS:
Sort objects
by category
(i.e., animals,
flowers, trees,
etc.)
Imitate more
complex adult
actions
Identify their
own reflection
in the mirror
by name
Respond to
simple
directions
from parents
and
caregivers
Name objects
in a picture
book

14. They begin to sort and categorize them into different categories
FROM 3 TO 4 YEARS:
Demonstrate
awareness of
the past and
present
Learn by
observing
and listening
to
instructions
Have a
longer
attention
span of
around 5 to
15 minutes
Asks "why"
questions to
gain
information
Understand
how to group
and match
object
according to
color

15. As they near school age, children become better at using words, imitating
adult actions, counting and other basic activities that are important for
school preparedness.
FROM 4 TO 5 YEARS:
Rhyme
Name
and
identify
many
colors
Draw the
shape of
a person
Count to
five
Tell
where
they live

17.  Numerical abnormalities of chromosomes include autosomal
abnormalities (live born polyploidies), trisomy13 (Patau syndrome),
trisomy 18 (Edward syndrome) and trisomy 21 (Down syndrome).
 Numerical abnormalities of sex chromosomes (e.g. XXX) are
sometimes associated with cognitive impairment.
 Structural chromosomal abnormalities include deletions, insertions,
inversions and translocations.
 Cytogenetically invisible deletions like interstitial microdeletions and
subtelomeric deletions can also produce psychomotor retardation
and behavioral problems.
 Subtelomeric deletions are associated with 5-10% of all idiopathic
intellectual disabilities.
 X-linked retardation causes 10-20% of all inherited cases of
intellectual disability.
 At least 209 different X-linked intellectual disabilities have been
reported, of which Fragile X syndrome is the most common (1/4,000-
6,000)
COGNITIVE DEFICITS:

18. Specific language
Impairment (SLI)
is defined as an
unexpected
persistent
impairment in
language ability
despite adequate
opportunity and
intelligence, in the
absence of
explanatory
medical
conditions.
SLI is further
classified according
to the sub domain or
modality of
impairment into
development
articulation disorder,
-specific speech
articulation
disorders,
-developmental
expressive language
disorder,
-developmental
receptive language
disorder,
-developmental
mixed receptive
expressive disorder
and
acquired aphasia
with epilepsy (ICD-
10, DSM-IV-TR).
Specific disorders
of scholastic skills
are best
examples of
cognitive deficits
affecting specific
domains. These
include specific
disorders of
reading
(Dyslexia), writing
(Dysgraphia),
arithmetic ability
(Dyscalculia),
non-verbal
learning disability
and Gerstman
syndrome.
So far variants in
four specific
genes have been
found to be
associated with
spoken language
disorders,
forkhead box P2
(FOXP2),
contactin
associated
proteinlike2
(CNTNAP2),
calcium-
transporting
ATPase2C2
(ATP2C2), and c-
MAF inducing
protein (CMIP)
[41].
Cognitive deficit affecting
single/specific domain
cognitive functions

19. Autism Spectrum
Disorder (ASD), also
known as Pervasive
Developmental
Disorder (PDD), is a
complex
neurodevelopmental
disorder
characterized by
impairments in social
interaction and
communication,
restricted repertoire
of interests and
stereotyped activities
[
Multiple domains of
cognitive functions
are affected in ASD.
The triad symptoms
of ASD include
qualitative
impairment in verbal
communication
(language),
lack of reciprocal
social interaction
and
stereotypic motor
activities (ICD_10,
DSM V).
Using modern
genetic tools as
many as 235 genes
have been found to
be associated with
autism
The concept of copy
number variations
(CNVs) as a
possible genetic
contributor to the
development of
ASD.
Several novel or rare
CNVs, both de novo
and inherited, were
identified, especially
affecting regions like
1q21, 5p15.2, 7q11-
13, 15q13.3,
16p11.2, 17p11.2
and 22q11.2 [48-50].
Attention deficit
hyperactivity
disorders (ADHD)
(Hyperkinetic
Disorder in ICD-10)
is another group of
neurobehavioral
disorders where the
cognitive deficit
extends into more
than one cognitive
domain-attention,
executive function,
language and
learning.
Though considered
as a childhood
disorder, ADHD can
extend into
adulthood, and can
cause lifelong effects
on cognitive and
social functioning
Cognitive deficit affecting
multiple domains cognitive
functions

20. • Three age-specific forms for screening in children aged 3-72
months
• Bayley Scales of Infant Development II (BSID-II): Comprises
mental, motor, and behavior rating scales
• Stanford-Binet Intelligence Scale, 4th edition
• Wechsler Intelligence Scale for Children, 3rd edition
• Wechsler Preschool and Primary Scale of Intelligence- Revised
• Other less commonly used measuring techniques include the
following:
• Differential Abilities Scale: Appropriate for children and adolescents
aged 2.5-18 years
• Wide Range Intelligence Test: Possibly the preferred test to
determine IQ in those aged 4-85 years
• Columbia Mental Maturity Scale (CMMS): Appropriate for children
aged 4-10 years
• Detroit Tests of Learning Aptitude–P: Appropriate for children aged
3-9 years
• Good enough-Harris Drawing test (Draw-a-man): Used for children
aged 3-16 years
• Kaufman Assessment Battery for Children (K-ABC): Appropriate for
children aged 2.5-12.5 years
Measurement of Cognitive Function

21. 130
MILLION
260
MILLION
260
MILLION
130
MILLION
5% SEVERE
MALNUTRITION IN
IST YR
10% IRON DEFICIENT ANEMIA
IN FIRST 2 YRS
10% PARASITIC INFECTION
5% BRAIN IMPAIRMENT DUE TO METABOLIC
AND GENETIC DISORDER
PREVALENCE OF COGNITIVE DEFICIT :

23. • http://behaviouralscience.imedpub.com/behavioural-science-
psycology/cognitive-deficits-and-behavioral-disorders-in-children-a-
comprehensive-multidisciplinary-approach-to-
management.php?aid=7900
• https://www.saylor.org/site/wp-content/uploads/2011/07/psych406-
5.3.pdf
• https://www.verywell.com/cognitive-developmental-milestones-
2795109
• https://www.simplypsychology.org/piaget.html
REFERENCES