This document discusses Piaget's and Vygotsky's theories of cognitive development and their implications for teaching practices. Piaget's theories suggest that teachers should use concrete examples, hands-on activities, and familiar contexts tailored to students' developmental levels. For pre-operational children, instruction should be explicit, involve interactions, and provide a variety of experiences. Concrete operational children benefit from continued hands-on learning and logical problem-solving. Formal operational students can explore concepts and hypotheses. Vygotsky's zone of proximal development theory implies assessment and instruction should start at students' current ability levels and provide support and motivation to progress further. Teachers should encourage collaboration and apply lessons to real-world experiences.

1. IMPLICATION OF COGNITIVE
DEVELOPMENT IN TEACHING
AND LEARNING

2. PIAGET’S
THEORIES

3. Pre-operational children (2-7 years
old)
The teacher should. . .
• Use concrete examples (mathematics using sticks
and stones)
• Make directions explicit and precise, short
instructions and using action
• Provide opportunity for student interactions
• Give opportunity to children to do hands-on
practice
• Provide a wide range of experiences (visit
interesting places)

4. Concrete operational children (7-11
years old)
The teacher should. . .
• Continue to use concrete materials (use 3D models)
• Give opportunities for children to manipulate the objects
• Use technology to engage students in practicing classroom
skills
• Presentations and readings are brief and well organized
(short stories>longer>complex stories)
• Use familiar examples that are related to children’s
experience
• Present problem solving that require logical and analytical
thinking. (discuss open-ended questions that stimulate
thinking)

5. Formal operational children (11 years
old and above)
The teacher should. . .
• Continue to use concrete materials (use 3D
models)
• Give opportunities for children to explore
alternative answers and develop hypothesis
• Give opportunities for children to solve problems
and provide reasons scientifically
• Do not concentrate on facts only but also teach
broad concept

6. LEV VYGOTSKY’S
THEORIES

7. Zone of Proximal
• Assessment should be focused on the Zone of
Proximal of a child.
• Teachers should give exercises or asks of
varying difficulties to determine the level of
which to begin instruction

8. • Use Zone of Proximal Development in
teaching .
• Teaching should begin at lower limit, so that
the child can reach the goal with help.
• Teachers offer help only when needed.
• Give support and motivation for the children
to try and apply the skills to achieve the goals.

9. • Encourage help from skilled peers.
• Children can get the support and help from
peers who already understood the skills
• Monitor and encourage children’s use of
private speech.
• Guide the children to apply theirs ideas in
self-talking to the appropriate situation that
needs a solution.

10. • Give meaningful instructions.
• Relate the lesson to the daily experiences.
• Reduce memorizing
• Guide the children to apply knowledge in real
situation.

11. • Daily read aloud sessions
• Ask an open-ended question
• Encourage student to describe the event or
retell stories.
• Discuss words meaning

12. THAT’S ALL!
GAMBATTEE IN S.B.E
AND
HAPPY HOLIDAY~!