Cognitivist Theory for Foundation in BAEL Program.pptx

THINK TO YOURSELVES
You’re trying to explain
something to a child,
and even though it
seems so obvious to
you, the child just
doesn’t seem to
understand.
Have you ever experienced
the following?

WELL, GUESS WHAT?
• The child is not naughty.
• And their lack of
understanding is not
our fault either.
Their cognitive
development limits
their understanding of
certain concepts.
• They’re also not stupid.

JEan pIAGET
• born August 9, 1896, Neuchâtel,
Switzerland—died September 16,
1980, Geneva
• Swiss psychologist who was the first
to make a systematic study of the
acquisition of understanding in
children.
• He is thought by many to have been
the major figure in 20th-century
developmental psychology.
• Piaget’s early interests were in
zoology; as a youth he published an
article on his observations of an
albino sparrow, and by 15 his
several publications on mollusks .

h
Jean Piaget's theory of cognitive
development explains how
knowledge is constructed. The
assumptions of the theory describe
how and why knowledge is created.
The stages of the theory describe
when specific cognitive abilities are
composed.
PIAGET’S COGNITIVE DEVELOPMENT
THEORY

Key features of piaget's theory
KEY FEATURES OF PIAGET’S THEORY
• Piaget believed that children actively construct their own
understanding of the world, rather than simply absorbing
information from their environment.
STAGES OF DEVELOPMENT
• Cognitive Development occurs in distinct stages, each
characterized by different ways of thinking.
• All children go through these stages in the same order,
although the rate may vary.

STAGES OF cognItIve
DEVELOPMENT

Sensorimotor Stage (0-2 years old)
• the first of the four stages in is Piaget’s theory of cognitive development.
• During this phase, infants and toddlers primarily learn through coordinating sensory
experiences (seeing, hearing) with motor actions (reaching, touching).
• Key achievements include understanding object permanence.
• Goal-directed behaviour - infants develop ability to plan and achieve goals. They
learn to coordinate actions to achieve a desired outcome.
• Towards the end of this stage, infants begin to develop symbolic thought which refers
to the ability to use mental representations of objects or events.

PREOPERatIONAL STAGE (2-7 years old)
• At the beginning of this stage, the child does not use operations (a set of logical
rules), so thinking is influenced by how things look or appear to them rather than
logical reasoning.
• Egocentrism - inability to understand that others have different perspectives.
• Animism - the belief that inanimate objects possess feelings & thoughts.
• Centration - refers to the child only being able to focus their attention on one aspect
of an object or situation.
• Lack of Conservation

CONCRETE OPERATIONAL STAGE (7 - 11 years old)
• Conservation - things may change in appearance, certain properties remain the same.
• Reversibility - items can be returned to original state.
• Classification - The ability of children to classify objects based on a shared
characteristic continues to advance during the concrete operational stage.
• Seriation - refers to the child’s ability to arrange objects in sequence, such as from
smallest to largest or hardest to softest.
• Decentration

fORMAL OPERATIONAL STAGE (11 years old and older)
• By this stage, the child would be able to perform thought processes like abstract
thinking, being able to envision hypothetical scenarios, creating strategies, and
looking through various perspectives.
• They are able to follow any specific kind of argument without thinking about any
particular examples.
• He/she can discuss hypothetical questions, speculate, and brainstorm many possible
solutions to scenarios, situations, or cases.

KEY FEATURES OF PIAGET’S THEORY
SCHEMA
• term for the mental frameworks that help individuals
understand and interpret information.
ASSIMILATION
• the process of incorporating new information into existing
schemas.
ACCOMMODATION
• modifying existing schemas or creating new ones to fit new
information.
equILIBRATION
• the balance between assimilation and accommodation, which
drives the progression through different stages of cognitive
development.

TeacHING STRATEGIES/TECHNIQUES
• Learning should be student-centered and accomplished through active
discovery in the classroom. The teacher’s role is to facilitate learning
rather than direct tuition.
• Encourage active learning: Learning must be active (discovery
learning). Children should be encouraged to discover for themselves
and to interact with the material instead of being given ready-made
knowledge. Using active methods that require rediscovering or
reconstructing “truths.”
• Foster social interaction: Using collaborative, as well as individual
activities (so children can learn from each other). Implement
cooperative learning activities, such as group problem-solving tasks or
role-playing scenarios.

lev vygotsky
📍a Russian and Soviet psychologist
📍best known for his work on
psychological development in
children and creating the framework
known as cultural-historical activity
theory.
📍The work of Lev Vygotsky (1934,
1978) has become the foundation of
much research and theory in
cognitive development over the past
several decades, particularly what
has become known as sociocultural
theory

h
VYGOTSKY’S SOCIOCULTURAL THEORY
📍it is mainly about child development says
that cognitive development occurs as a result
of social and cultural interactions.
📍social negotiation was essential for building
knowledge and understanding concepts.
📍According to Vygotsky, adults in society
foster children’s cognitive development by
engaging them in challenging and
meaningful activities.

h
vgotsky’S SOCIOCULTURAL THEORY
📍community plays a central role in the process
of “making meaning.”
📍 learning is innately collaborative and
cooperative
📍Scaffolding and reciprocal teaching are
effective educational strategies based on
Vygotsky’s ideas.

KEY FEATURES OF VYGOTSKY'S THEORY
CULTURE - SPECIFIC TOOLS
📍 emphasized that children’s cognitive development is shaped by
the cultural tools and symbols available in their society.
📍These tools includes:
✔️
language,
✔️
writing,
✔️
number systems,
✔️
and technology.

KEY FEATURES OF Vygotsky’S THEORY
PRIVATE SPEECH
📍refers to the self-directed speech that children use to guide their
own actions and thoughts.
📍this was important because it helps children control their actions
and thought.
Zone proximal development
📍This is the space between what a child can do on their own and
what they can do with help from someone more experienced.

SAMPLE SCENARIOS
CULTURE - SPECIFIC TOOLS
- A child in school is learning how to count. In one country, the
teacher uses an abacus (a counting tool with beads). In another
country, the teacher uses a calculator. The different tools help the
child learn in ways that fit their culture.
PrIVATE SPEECH
-A little child is doing a puzzle. As they try to fit the pieces together,
they say out loud, “This piece goes here… no, maybe over there.”
Talking to themselves helps them figure out where the pieces
should go.
PRIVATE SPEECH

SAMPLE SCENARIOS
Zone proximal development
A child is learning to ride a bike. They can almost balance on their
own, but they need help. When their parent holds the bike and tells
them when to pedal, the child can ride better.
PrIVATE SPEECH

1. Scaffolding
2. Collaborative Learning
3. Use of Cultural Tools
4. Private Speech Encouragement
5. Dynamic Assessment
📎teaching strategies/ techniques for the relation of theory

Jerome bruner
📍 an influential American psychologist
who developed a theory of cognitive
development.
📍He believed education should focus on
intellectual development through
problem-solving rather than rote
memorization
📍Bruner proposed that learning occurs
through three stages – enactive (action-
based), iconic (image-based), and
symbolic (language-based). In the
enactive stage from 0-3 years, learning is
hands-on.
📍Bruner advocated for discovery learning
where teachers facilitate by providing
information without organizing it for
students.

h
BRUNER’S THEORY OF COGNITIVE
DEVELOPMENT
⚕️
He believed curriculum should foster the development of problem-
solving skills through the processes of inquiry and discovery.
⚕️
He believed that subject matter should be represented in terms of
the child’s way of viewing the world.
⚕️
That curriculum should be designed so that the mastery of skills
leads to the mastery of still more powerful ones.
He also advocated teaching by organizing concepts and learning by
discovery.
⚕️
Finally, he believed culture should shape notions through which
people organize their views of themselves and others and the world
in which they live.

h
DEVELOPMENT
🌳Discovery Learning
The concept of discovery learning implies that a learner constructs
his or her own knowledge for themselves by discovering as opposed
to being told about something.
According to Bruner, the teacher should facilitate the learning
process by developing lessons that provide the learner with
information they need without organizing it for them.
This idea of discovery learning is often referred to as constructivism,
which emphasizes the active role of the learner in building
understanding and making sense of information.

h
DEVELOPMENT
Jerome Bruner theorized that learning occurs by going through
three stages of representations. Each stage is a “way in which
information or knowledge are stored and encoded in a
The stages are more-or-less sequential, although they are not
necessarily age-related like Piaget-based theories.
🌳Bruner’s Stages of Representation
1. Enactive (action-based) (0-3 years)
2. Iconic (image-based) (3-7 years)
3. symbolic (language-based) (7 years onwards)

KEY FEATURES OF BRUNER'S THEORY
Inactive (action-based) (0-3 years)
📍Sometimes called the concrete stage, this first stage involves a
tangible hi method of learning. Bruner believed that “learning
begins with an action – touching. Feeling, and manipulating”
📍In this stage, learning is primarily based on physical actions and
experiences. Children learn through direct manipulation of objects
and exploration of their environment. This stage is crucial for
developing early language skills as children begin to associate words
with actions and objects. For example, a child might learn the word
“ball” by repeatedly throwing and catching a ball.

Iconic (image-based) (3-7 years)
📍Sometimes called the pictoral stage, this second stage involves
images or other visuals to represent the concrete situation
enacted in the first stage. One way of doing this is to simply draw
images of the objects on paper or to picture them in one’s head.
Other ways could be through the use of shapes, diagrams, and
graphs.
📍This stage builds upon the enactive stage, incorporating visual
representations and imagery. Children begin to use images and
symbols to represent their experiences. This stage is essential for
developing vocabulary and understanding concepts. For instance, a
child might learn the word “dog” by associating it with a picture of a

Symbolic (language-based) (7 years onwards)
📍Sometimes called the abstract stage, the last stage takes the
images from the second stage and represents them using words
and symbols. The use of words and symbols “allows a student to
organize information in the mind by relating concepts together.
📍This final stage involves the use of language and abstract symbols
to represent concepts. Children develop the ability to think and
communicate using words, sentences, and complex grammatical
structures. This stage is crucial for developing higher-order
language skills such as reading, writing, and critical thinking.

🌸Teaching strategies/ techniques for the relation of theory
📍Active Learning
📍Discovery Learning
📍Spiral Curriculum
📍Scaffolding
🌸Teaching Techniques Based on Bruner’s Theory
📍Inquiry -Based Learning
📍Project-Based Learning
📍Concept Mapping
📍Role-Playing and Simulations
📍Differentiated Instruction

Albert bandura
📍 born December 4, 1925, Mundare, Alberta,
Canada—died July 26, 2021, Stanford,
California, U.S.
📍after completing his degree in 1949, he went
to the University of Iowa for graduate school.
He completed his master’s degree in 1951 and
his doctorate in clinical psychology in 1952. In
1953, he began teaching at Stanford
University, where he would continue to teach
for the rest of his career.
📍a Canadian-born American psychologist and
originator of social cognitive theory who is
probably best known for his modeling study
on aggression, referred to as the “Bobo doll”
experiment, which demonstrated that children
can learn behaviours through the observation
of adults.

h
Bandura’S SOCIAL COGNITIVE THEORY
🔰The Social Cognitive Theory
📍Social Cognitive Theory (SCT) started as the Social Learning
Theory (SLT) in the 1960s by Albert Bandura.
📍It developed into the SCT in 1986 and posits that learning
occurs in a social context with a dynamic and reciprocal
interaction of the person, environment, and behavior.
📍Bandura proposes learning from others, not with words, but by
imitation and modeling.

h
BANDURA’S socIAL COGNITIVE THEORY
Reciprocal Determinism
📍This is the central concept of SCT.
📍refers to the dynamic and reciprocal interaction of person (individual with
a set of learned experiences), environment (external social context), and
behavior (responses to stimuli to achieve goals).
Behavioral Capability
📍refers to a person's actual ability to perform a behavior through essential
knowledge and skills.
📍In order to successfully perform a behavior, a person must know what to
do and how to do it.
📍People learn from the consequences of their behavior, which also affects
the environment in which they live.

h
Observational Learning
📍 This asserts that people can witness and observe a behavior conducted
by others, and then reproduce those actions.
📍This is often exhibited through "modeling" of behaviors.
📍If individuals see successful demonstration of a behavior, they can also
complete the behavior successfully.
Reinforcements
📍 This refers to the internal or external responses to a person's behavior
that affect the likelihood of continuing or discontinuing the behavior
📍 Reinforcements can be self-initiated or in the environment, and
reinforcements can be positive or negative.

h
Outcome Expectations
📍 This asserts that people can witness and observe a behavior
conducted by others, and then reproduce those actions.
📍This is often exhibited through "modeling" of behaviors.
📍If individuals see successful demonstration of a behavior, they can
also complete the behavior successfully
Self efficacy
📍 This refers to the level of a person's confidence in his or her
ability to successfully perform a behavior.

h
PROCESSES OF OBSERVATIONAL
LEARNING
Attention: In order for learning to occur, a person must be paying
attention. If distracted or inattentive to the model’s behavior, then
learning will not occur.
Retention: the information must be retained and stored in memory
Reproduction: Next, the observer must be capable of performing the
behavior. An individual may, or may not, have the skills or knowledge
to reproduce the model’s action
Motivation: Finally, the observer must want to reproduce the model’s
behavior. Motivation can come from wanting to attain a reward or
avoid a punishment.

Reciprocal Determinism: Fostering a Collaborative Learning
Environment
🌸 TEACHING TECHNIQUES
📍Project-Based Learning
📍Peer Tutoring
📍Class Discussions
Observational Learning: Modeling Success and Promoting Positive
Behaviors
🌸 TEACHING TECHNIQUES
📍Expert Guest Speakers
📍Peer Mentorship

THIS HAS BEEN GROUP 3,
THANK YOU!

REFERENCES
The Editors of Encyclopaedia Britannica. (2024, August 5). Jean Piaget | Biography, Theory, & Facts. Encyclopedia Britannica.
https://www.britannica.com/biography/Jean-Piaget
Nortje, A., PhD. (2024, September 2). Piaget’s Stages: 4 Stages of Cognitive Development & Theory. PositivePsychology.com.
https://positivepsychology.com/piaget-stages-theory/#hero-single
Simply Psychology. (2024, August 5). Piaget’s Stages: 4 Stages of Cognitive Development & Theory.
https://www.simplypsychology.org/piaget.html
Learner Development In the Classroom | Who Exactly Was Jean Piaget (structural-learning.com)
2.1 Cognitive Development: The Theory of Jean Piaget – Foundations of Educational Technology (okstate.edu)
Simply Psychology. (2024b, August 9). Vygotsky's Sociocultural Theory Of Cognitive Development.
https://www.simplypsychology.org/vygotsky.html
The Social Cognitive Theory. (n.d.). https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/
BehavioralChangeTheories5.html#:~:text=Social%20Cognitive%20Theory%20(SCT)%20started,person%2C%20environment%2C
%20and%20behavior
https://www.britannica.com/biography/Albert-Bandura
https://www.explorepsychology.com/albert-bandura/

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