This document provides an overview and comparison of Piaget and Vygotsky's theories of cognitive development in school-aged children. It summarizes Piaget's stages of development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Key aspects of Vygotsky's theory are also outlined, such as the zone of proximal development and the role of social learning and language. The document discusses current perspectives on the theories and provides examples of how to apply the ideas. Similarities and differences between Piaget and Vygotsky are analyzed, such as their views on the influence of culture and the relative importance of adult guidance versus peer interaction.

1. EP114 Development in School-Aged StudentsUnit 5 SeminarCognitive DevelopmentDevelopmental Theories(Piaget and Vygotsky)

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3. Getting to know you…Did you make any New Year’s resolutions?I never do, but I always work to love better, laugh more, and make a difference in another person’s life.

4. Unit 5 AssignmentsComplete ReadingsParticipate in the Discussion threadEither attend Seminar OR complete Seminar Option 2

5. Key Ideas in Piaget’s TheoryChildren are active, motivated learnersChildren naturally organize what they experienceschemesoperationChildren adapt to environment through assimilation& accommodationInteraction with physical environment is criticalInteraction with others is criticalEquilibration leads to increasingly complex thoughtequilibriumdisequilibriumChildren think in qualitatively different ways at different age levels

6. Piaget’s Stages of Cognitive Development

7. Sensorimotor Stage (birth – 2)Begins with reflexes & sensorimotor schemesGoal-directed behavior emergesObject permanence emergesSymbolic thought emerges transition to new stage

8. Preoperational StageSymbolic representationLimited mental manipulation (operations)egocentrismfailure to conserveAge 2 to about age 6 or 7

9. Concrete Operational Stage Some mental manipulation & logical thoughtcan conservedifficulty with abstract and counterfactual ideasAge 6-7 years until 11-12 years

10. Formal Operational Stage Abstract & scientific reasoningHypothetical ideasContrary-to-fact ideasAdolescents also become more idealistic

11. Current PerspectivesResearch supports sequenceResearch does not support ages infants show object permanence at 2 ½ monthspreschoolers aren’t always egocentric and often demonstrate conservation and class inclusionsome elementary students exhibit abstract reasoningsome high-school students never develop abstract reasoning Knowledge, experience, and culture affect reasoning abilitiesconservation may be taught children age 4 or 5 exhibit conservation after experiencing itprior knowledge affects formal operationseducation and culture affect cognitive developmentCognitive development may not be universally stage-like

12. Applying the IdeasProvide opportunities for children to experimentExplore children’s reasoning, problem-solving with different activities & questionsKeep Piaget’s stages in mind, but don’t take them too literally Present situations and ideas that children cannot easily explain using existing knowledge & beliefs Use familiar content and tasks when asking children to reason in sophisticated waysPlan group activities in which young people share their beliefs and perspectives

13. Key Ideas in Vygotsky’s TheorySome cognitive processes are seen in many species; others are unique to humans lower vs. higher functionsAdults convey cultural interpretations through informal interactions & formal schoolingmediationEvery culture passes along physical and cognitive tools Thought & language become interdependent self-talk becomes inner speechComplex mental processes begin as social activities & evolve into mental activities internalization

14. Key Ideas in Vygotsky’s TheoryChildren acquire cultural tools in their own idiosyncratic mannerappropriationChildren can perform more challenging tasks when assistedChallenging tasks promote cognitive growth zone of proximal developmentPlay allows children to stretch themselves cognitively

15. Zone of Proximal Development

16. Current Perspectives on Vygotsky’s TheorySocial construction of meaningmediated learning experienceScaffolding Participation in adult activitiesguided participationcognitive apprenticeshipAcquisition of teaching skills

17. Applying the IdeasHelp children acquire cognitive toolsUse group learning activities to help children internalize cognitive strategiesreciprocal teachingPresent challenging tasks & provide sufficient scaffolding help children develop strategies to scaffold themselvesAssess children’s abilities under a variety of work conditionsProvide opportunities to engage in authentic activities Let children play

18. Let’s hear your thoughts… Discuss your thoughts of the theories of Jean Piaget's and Lev Vygotksy.What similarities do you see in the two theories?What differences do you see?

19. Comparing Perspectives

20. Comparing Perspectives

21. Theoretical DifferencesPiagetCognitive development is independent of languageDevelopmental schemes are independent, requiring little guidanceInteraction with peers is more valuableCulture is not important in determining thinking stylesVygotskyLanguage is essential for cognitive developmentActivities are facilitated & interpreted by more competent individualInteraction with advanced individuals is more valuableCulture is critical in determining thinking styles

22. Take-Home MessagePiagetchildren are active, motivated learners who construct understanding based on experienceprobably underestimated capabilities of children probably overestimated the capabilities of adolescents Vygotskyhumans differ from other species in their acquisition of complex mental processes, which are largely the legacy of cultural heritage Similaritiesconstructive processes, readiness, challenge, social interaction Differencesrole of language; relative value of free exploration versus structured, guided activities; relative importance of interactions with peers versus adults; influence of culture

23. PiagetVygotskyZone of Proximal Development

24. Scaffolding

25. Language is critical to cognitive development