CHAD-Module-19-cognitive-development-of-Primary-Schoolers.pptx
- 2. Jean Piaget is the foremost theorist on cognitive development. According to him, intelligence is the basic mechanism of ensuring balance in the relations between the person and the environment. Everything that a person experiences is a continuous process of assimilations and accommodations. Piaget described four main periods in cognitive development. For Piaget, intellectual ability is not the same at different stages.
- 8. Elementary-aged children encounter developmental milestones. This is the stage when they leave behind egocentric thinking and start to develop a more mature way of looking at things, which greatly enhances children's problem-solving skills, Piaget calls this process DECENTRATION. They develop certain skills within a particular time frame. The skills they learn are in a sequential manner, meaning they need to understand numbers before they can perform a mathematical equation.
- 9. At this stage, reasoning is still immature, they have ease in identifying the here and now. Each milestone that develops is dependent upon the previous milestone they achieved. Up until age 8, a child learns new skills at a rapid pace. Once they reach the age of 8, the skills they learn start to level off so there is a steady increase of new skills.
- 16. Implications to Child Care, Education and Parenting Children have varying intelligence profiles. These profiles may be based on influences of learning and achievement. Parents, child care providers and teachers should be able to recognize these by: ⚫ helping children draw on their strengths and promote growth in their weaknesses; ⚫ planning lessons that cater to multiple intelligences based on instructional objectives;
- 17. ⚫ Encouraging children to read more every day to increase their vocabulary. ⚫ Bringing children to museums, art exhibits and historical landmarks to widen their perspective about the world and people; and ⚫ Lessening children's screen time and increasing their personal and face-to-face interactions.
- 18. THANK YOU AND GOOD DAY!