Cluster 2 Anita Woolfolk

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Cluster 2Anita Woolfolks Educational Psychology
OVERVIEW Development Piaget Stages of Cognitive
Development Vygotsky Language
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Development

• Types of development?
• Physical
• Personal
• Social
• Cognitive
• Maturation
• Principles of Development
• different rates
• orderly
• gradual

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The Brain and Cognitive DevelopmentQUIZ

• Identify the areas of the brain that are
  responsible for the following functions.
• a. left hemisphere b. right hemisphere c.
  Wernicks area
• d. Brocas area e. auditory cortex f. visual
  cortex
• g. motor cortex
• _____ receiving language/sound
• _____ processing language
• _____ connecting meaning with particular words
• _____ receiving visual signals
• _____ setting up grammatically correct ways of
  expressing an idea
• _____ processing spatial-visual information
• _____ handling emotions (non-verbal information)
• _____ movement on the righ side of the body

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Piagets Theory of Cognitive Development

• Thinking processes change radically from
  birth through
• maturity as we are constantly
  striving to make sense of the
• world through 3 basic factors
• 1. Biological maturation
• 2. Activity
• 3. Social Experience
• How do we respond to this?
• 1. Organization
• 2. Adaptation-assimilation and accommodation
• Equilibration is a balance among organization,
  assimilation and accommodation
• Disequilibration is a failure of a scheme to
  produce a satisfying resultsearch will then
  continue through assimilation and accommodation

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Piaget cont
Piagets 4 Stages of Cognitive Development

• Infancy (0-2)
• Early Childhood to Elementary (2-7)
• Later Elementary to Middle School Years (7-11)
• 4. Junior and Senior High (11-15)

Criteria Order is fixed Stage theory not age
theory Old becomes new through modification and
expansion End of one stage is the starting point
for the next
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PIAGETSStage 1-Infancy The Sensorimotor Stage

• Age-0-2
• Thinking involves everything gained through
  senses and body movements
• Object permanence is lacking
• Goal-directed actions

Stage 2- Early Childhood to Elementary Years
Preoperational Stage

• 2-7 years
• Difficulty with use of operations-reversible
  thinking
• Formation and use of symbols
• Semiotic functions
• Collective Monologue
• Due to lack of reversibility
• egocentric
• not able to decenter, calssify. conserve, and
  seriate

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Stage 3-Later Elementary to Middle School
Concrete Operational Stage

• 7-11 years
• Complete and logical system of thinking
• Capable of concrete problem solving and
  reversibility of operations
• Hands-on thinking
• conserve matter
• seriate
• classify
• decenter
• identity
• compensation

• Stage 4-Junior and Senior High Formal
  Operational Stage
• Age 11-15 (not all reach this stage)
• Hypothetico-deductive and inductive reasoning
• Systematically generate possibilities for given
  situation
• consider alternatives
• adolescent egocentrism
• not all reach this stage, not necessary for
  survival

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Lev Vygotskys Sociocultural Perspective
Sociocultural Theory Children watch interactions
among people in their world, interact with others
and make use of these interactions in their own
development.

• What Vygotsky believed
• -development accomplishments depend as much on
  the influence of the social and other
  environments as they do on sheer maturation
• -Language is essential for cognitive development
• a. through social interaction, language gives
  learners access
• to knowledge others already
  have
• b. language provides learners with cognitive
  tools that allow
• them to think about the world
  and solve problems
• c. language gives us a means to for regulating
  and reflecting
• on our own thinking

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Vygotsky cont

• Cultural Tools
• Language and Private Speech
• allows younger children to guide behavior and
  thinking
• Transitions to private speech-help solve problems
• Children using private speech are communicating
  with themselves
• Self-regulation
• Parent tells child NO when in danger
• Child says no to another child in the same
  predicament
• Child says no to self
• Use of quiet-inner speech to self regulate

Implications of Vygotskys Theory for
Teachers 1. Assisted Learning 2.
Scaffolding 3. Zone of Proximal Development 4.
Collaborative Learning
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Language Development in the School Years

• Pronunciation- distinctive sounds of a language
• by first grade most phonemes mastered
• Intonation-word emphasis may still be problematic
• Syntax- order of words in sentences/phrases
• early elementary school years
• elementary-complex grammatical structures first
  understood, then used
• Vocabulary and meaning
• first word spoken, adds up quickly to 10.
  20-months approximately 50 words, first sentences
  can begin at 18 mos., between ages of 2 and 4
  children double vocabulary every 6 months
• average 6 year old has vocabulary of 8,000-14,000
  words, 9-11 years, 5000 words added

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Key Differences Among Piaget and Vygotsky

• Piaget
• development precedes learning
• person must be in a certain stage to grasp
  certain concepts
• development is due primarily to biological growth
  and efforts to make sense of the world

• Vygotsky
• development and learning influence each other
• cognitive development progresses as children
  learn
• emphasized importance of social interaction and
  childs culture