COGNITIVE DEVELOPMENT_4 STAGES OF DEVELOPMENT_jean-piaget.ppt
1. Republic of the Philippines
CAPIZ STATE UNIVERSITY
Burias Campus
Burias Campus, Graduate School
Mobile No. 09176202894
Website: www.capsu.edu.ph
email address: burias@capsu.edu.ph
Cognitive
Development
4. Cognitivist theory
•Learning is a search for meaning.
•Meaning requires understanding of ‘wholes’ as well as parts.
•Teachers need to understand the mental models students use and
the assumptions they make.
•Students have to construct their own meaning rather than memorize
the ‘right’ answers.
•Assessment has to be part of the learning process.
5. Timeline
J. Piaget (1896-1980) [active 1920’s – 1970’s]
L. Vygotsky (1896–1934) [active 1920’s – 1930’s, but
translations influenced mainly in 1960’s – 1970’s]
J. Bruner (1915) [active 1950’s – 1990’s]
10. Who’s Jean Piaget?
Place Of Birth:
Switzerland
Date of Birth: August 9th
,
1896
First Appearance: at the
age of 11, he wrote a short
notice on an albino
sparrow – this is
considered as the start of a
brilliant scientific career.
11. •Schema – innate and acquired.
•Simple skills that the individual possesses and that direct
the way this individual is to explore his/her environment
and gain more knowledge.
•Children are actively engaged in the learning process.
•Changing cognitive structures: equilibrium, assimilation
and accommodation.
Key areas to Piaget’s
Cognitive Theory
13. Piaget Theory
Adaptation: Piaget’s term of what we call
“Learning”; individuals use schemata to
understand features of the world.
We all have schemata (mental ideas or patterns) about
things around us.
When we learn, we either:
– Add new information to our existing ideas, or
– Change our ideas to fit new experiences.
This process of adjusting our thinking is what Piaget
called adaptation.
14. Assimilation - Incorporation of new material from the
environment into a schema.
“The process by which a person takes material into their minds
from the environment”. (Atherton 2011)
Accommodation - Accommodation: Changing a certain
schema to fit the environment.
“The difference made to one’s mind or concepts by the process of
assimilation…. assimilation and accommodation go together: you
can’t have one without the other.” (Atherton, 2011)
Assimilation, Accommodation and Equilibrium
18. Piaget Theory
Equilibrium: when Assimilation and
Accommodation work in harmony together; it
means that adaptation is driven by a biological
drive to obtain balance between schemes and the
environment.
22. 1. Sensorimotor Stage (Birth to 2 years)
Children:
• Differentiate self from objects.
• Develop knowledge of touch, smell, sight and taste.
• Develop knowledge of object permanence – children recognize
that objects exist even when they are no longer in their
presence.
24. 2. Pre-operational Stage (2 – 7 years)
Children learn to use language and to represent objects by words
and images.
Their thinking is egocentric. They have difficulty taking the
viewpoint of others.
Children have difficulty in adjusting to changes in appearances of
matter – lack of conservation.
27. Concrete Operational Stage (7 – 11 years)
Children:
• Can think logically about objects and events.
• Can use logical rules to solve problems.
• Objects can be ordered to features such as height, weight or
speed.
• Concept of conservation is developed and grasped.
30. Formal operational stage (11 – 15 years)
• Thinking becomes more flexible.
• Children/teenagers can think logically about abstract concepts.
• Thinking becomes more symbolic. For example: symbols can stand for
numbers in Maths. What is Y in the sum 3 x X = Y, if X is 4?
• Children/teenagers become concerned with the hypothetical and the
future.
35. Application of Piaget’s Theory in Education
“Learning Comes Through “Doing” – It is an
active process”
36. Application of Piaget’s Theory in Education
Teaching at all levels of education must be
founded on the activity of the learner. Concepts
CANNOT be taught through verbal instruction.
37. References
A Brief Biography of Jean Piaget – Piaget
Archives.
Jean Piaget – Psychology History
The Piaget Handbook for Teachers and Parents –
Teachers’ College Press
Piaget for the Classroom Teacher – Wadsworth
Knowledge and Development – Easly
The Teaching of Young Children – Schoken
Piaget in the Classroom – Shwebel and Ralph
39. Lev Semonovich Vygotsky
Background
Vygotsky was called "The Mozart of Psychology“.
He was born in 1896- same year
as Piaget - in the small Russian town of Orsha.
He entered into a private all boys secondary school known as
a gymnasium—a secondary school that prepared students for
the university.
In 1913 entered Moscow University through lottery.
In December of 1917, he graduated from Moscow University
with a degree in law.
He died on June 10, 1934, at the young age of thirty-seven after
long battle with TB.
40. The sociocultural theory:
Did NOT focus on the individual child but on the child as a
product of social interaction, especially with adults (parents,
teachers).
Focus on DYADIC INTERACTIONS (e.g., child being taught by
a parent how to perform some culturally specific action), rather
than child by himself.
People's thinking differs dramatically between cultures because
different cultures stress different things.
41. Theory’s Principles and Concepts
Children construct their knowledge.
Knowledge is not transferred passively, but is personally
constructed.
The learning is mediated.
Language plays a central role in mental
development.
The most significant sociocultural tool is language, as it is
used to teach tool use and is vital in the process of developing
higher psychological functions.
42. Lev Vygotsky: Ideas
•Key ideas/concepts: cognitive development is essentially a social
process.
• Thought development is determined by language.
• Intellectual growth is contingent upon the development of the
social key of language.
Social Development/Constructivist Theory
•Definition: Social construction emphasizes the importance of culture
and context in understanding what occurs in society and constructing
knowledge based on this understanding (Pagram and McMahon,
1997)
•Zone of Proximal Development (ZPD)
43. Zone of Proximal Development (ZPD).
The difference between what a child can do
independently and what the child needs help from a
more knowledgeable person to do is the
Theory’s Principles and Concepts
Zone of
Proximal
Development
44. Lev Vygotsky: Ideas
• Zone of Proximal Development (ZPD)
•Learning is accelerated through the learner working with or the
teaching of a ‘More Knowledgeable Other’
Source
http://
www.instructionaldesign.org/
theories/social-
development.html
45. Distance Between Actual and Potential Knowledge
potential
knowledge
potential
actual
knowledge actual
Two children with the same actual knowledge travel different
distances to their potential knowledge; therefore different ZPDs
Zone of Proximal Development (ZPD)
ZPD
ZPD
ZPD
ZPD
46. This is an example of how ZPD
can work in the life of a child
Like all children,
Mo’men is constantly
learning and exploring
the world around him.
47. For our example, we will look at Mo’men’s love of games.
Over the years, Mo’men has developed skills and knowledge that
enable him to play a variety of games.
For each game, he is able to successfully strategize and solve
problems independently.
48. There is one game, however, that Mo’men has never learned. It’s
the card game Yu-Gi-Oh. Mo’men knows his brother plays it very
well.
Mo’men would like to learn, but is unsure where to start.
49. Mo’men finally asks his brother Ali for help. Ali agrees, and
begins working with Mo’men in learning the game of Yu-Gi-
Oh.
Mo’men is learning in the region Vygotsky would call ZPD.
50. In ZPD, Mo’men is doing something requiring the help of someone
more capable. Without Ali’s help, Mo’men would be unable to play
the game.
Eventually, Mo’men will learn the game well enough to play the game
by himself.
51. Once Mo’men learns Yu-Gi-Oh, the skill moves out of the ZPD region
and is added to all the other games Mo’men plays independently.
In time, Mo’men becomes the more capable player, and begins to
teach his sister .
52. Scaffolding
“role of teachers and others in supporting the learner’s
development and providing support structures to get to the
next stage or level” Vygotsky.
In an educational context, however, scaffolding is an
instructional structure whereby the teacher models the
desired learning strategy or task then gradually shifts
responsibility to the students.
Theory’s Principles and Concepts
53. Scaffolding:
– Provides support
– Extends the range of what a learner can do.
– Allows the learner to accomplish tasks otherwise
impossible
– Used only when needed
Example :
An example of scaffolding in the classroom setting could
include a teacher first instructing her children on how to write a
sentence using commas and conjunctions. As the week goes
on, she has her students practice writing these sentences with
peers, gives students feedback and eventually has the kids to
complete this skill without her guidance.
54. Conclusion
Sociocultural theory considers learning as a semiotic
process where participation in socially-mediated
activities is essential.
The theory regards instruction as crucial to cognitive
development in the classroom. Instruction should be
geared to the ZPD that is beyond the learner’s actual
development level.
Social instruction actually produces new, elaborate,
advanced psychological processes that are unavailable
to the organism working in isolation.
55. References
Constructivism (learning theory). Retrieved on 28/08/2010
http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
Hall. A. (2007).Learning and Socio-cultural Theory:Exploring Modern Vygotskian
Perspectives International Workshop, Vol 1,1.
Kincheloe, J. L. and R. A. H. Jr. (2007). The Praeger handbook of education and
psychology. Westport, An imprint of Greenwood Publishing Group, Inc.
Peer, K. & McClendon, R. (2002). Sociocultural Learning Theory in Practice:
Implications for Athletic Training Educators, JAthl Train. 37(4 suppl): S-136–S-140.
Retrieved on 27/08/2010 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC164414/.
Reiser, R., & Dempsey, J. (2002). Trends and Issues in Instructional Design and
Technology. Upper saddle River, New Jersey, Pearson Education.
Turuk, M. (2008). The Relevance and Implications of Vygotsky’s Sociocultural Theory
in the Second Language Classroom . ARECLS, Vol. 5, p244-262.
Wang, L. (2006). Sociocultural Learning Theories and Information Literacy Teaching
Activities in Higher Education, Reference & User Services Quarterly, vol. 47, no. 2, pp.
149–158.
#4:Cognitive theory says that learning isn't just memorizing facts — it's about understanding and making sense of things. Our brain is always trying to find patterns and connections so we can understand the world better.
When you're learning something, it’s not enough to just know the little pieces (the parts). You also need to understand how all the pieces fit together (the whole).
Students think in their own way, based on what they already know or believe.
Teachers need to understand how students are thinking — even if it’s wrong — so they can help them learn better.
Assessment means checking how well students understand what they are learning.
It should happen during learning, not just at the end.
#6:The main goal of education is not just to fill students’ heads with facts,
but to help them think for themselves, ask questions, try new ideas, and solve problems in new ways.
#7:Cognitive development means how a child’s thinking, learning, and understanding changes and grows as they get older — from a baby to an adult.
#11:Innate schemas – these are natural or inborn
Acquired schemas – these are learned from experience
As children grow, they add new schemas by exploring and learning
Everyone is born with some basic skills (like looking, grabbing, or listening).
These skills help the person interact with the world, learn new things, and understand more as they grow.
Children learn best when they are doing, thinking, asking questions, and exploring — not just sitting and listening.
Our brain is always trying to understand the world by organizing what we know. Sometimes, when we learn new things, our brain needs to change how it thinks — this is called changing cognitive structures.
1. Equilibrium
This means balance.
Your brain feels comfortable when what you know matches what you experience.
2. Assimilation
When you see something new, you try to fit it into what you already know.
. Accommodation
Sometimes, the new thing doesn’t fit your old ideas.
So, you change your thinking to understand it better.
#14:It means adding new information you learn from the world around you into your existing mental ideas (schemas).
Accommodation means changing your mental idea (schema) when new information doesn’t fit what you already know.
How it works:
You see or learn something new.
It doesn’t match your old idea.
So, you change your idea to understand it better.
#15:Assimilation and accommodation – we try to make sense of new information.
Assimilation - form new hypothesis based on what we already know. Sometimes the hypothesis are incorrect – see cartoon. Feedback is required so the child can correct and develop their hypothesis – accommodation – can lead to the development of new schemas.
#18:Equilibrium means your brain feels balanced and comfortable when your ideas (schemas) match what you see in the world.
#22:It means they have understanding on how to separate their self from things around them.
It means learning about the world using your five senses — feeling, hearing, smelling, seeing, and tasting things.
Object permanence means understanding that things still exist even when you can’t see or touch them.
Babies learn that just because a toy is hidden or taken away, it’s still there somewhere.
#24:Children learn to talk and use words to show what they see, think, or feel.
They also use pictures or drawings to represent objects or ideas.
Young children usually see things only from their own point of view.
It’s hard for them to understand how other people feel or think.
Young children find it hard to understand that the amount of something stays the same even if it looks different.
#25:If you pour water from a short, wide glass into a tall, thin glass, children might think the amount of water changed because it looks different.
#27:Children can understand and reason about things clearly and make sense of what happens around them.
They can figure out cause and effect (if this happens, then that will happen).
They can solve problems and understand how things work.
Children can put things in order based on how tall, heavy, or fast they are
Children understand that the amount of something stays the same, even if its shape or appearance changes.
#28:They realize that pouring water into different shaped glasses doesn’t change how much water there is.
Changing the shape or look of an object doesn’t change its quantity.
#30:Kids can see things in different ways and understand that there’s more than one solution or answer.
🧠 What it means:
They don’t just stick to one idea — they can change their thinking if needed.
They can solve problems in different ways.
#31:Inductive thinking means looking at specific examples and then figuring out a general rule or pattern from them.
If a child sees that every dog they meet barks, they might think:
“All dogs bark.”
Reflective thinking means stopping to think carefully about something — especially your own ideas, actions, or experiences.
A child spills juice and then thinks,
“Next time, I should hold the cup with two hands.”
That’s reflecting to improve.
#35:hildren learn best when they interact with their environment — by touching, moving, experimenting, and exploring — not just by being told things.
#36:Cognitive development arises out of the activity of the child; therefore, the best methods of education for development are those that foster the activity or active learning of the child.
Spoken or written symbols cannot replace the child’s actions in the construction of knowledge.
#39:Just like Mozart was a genius in music,
Vygotsky was a genius in understanding how children think and learn.
🧠 He had brilliant ideas at a young age, and his work in psychology was creative, powerful, and ahead of his time — just like Mozart’s music was in his time.
So, the nickname means Vygotsky was a genius in psychology, especially about learning and child development.
#40:Vygotsky believed that children don’t grow or learn all by themselves.
He thought that children learn best by talking and interacting with adults like parents and teachers.
Dyadic interaction means a conversation or activity between two people.
In simple terms:
It’s when two people interact — like a parent and a child, or a teacher and a student — where one helps the other learn something.
👉 People from different cultures think in different ways
because
👉 each culture teaches and values different things.
#41:You don’t just "get" knowledge by listening or reading.
👉 You have to think about it, make sense of it, and connect it to what you already know.
People learn and develop their thinking best when others help them, not just by doing things alone.
Language helps us develop advanced thinking skills like problem-solving and planning.
So, language is very important for learning and thinking better.
#42:Social construction means that culture and situation help us understand how things happen in society.
We build our knowledge by looking at these culture and context factors.
So, what we know depends a lot on where and how we live
#45:Two kids know the same things now, but they need different amounts of help to learn new things.
So, their "zone of proximal development" (ZPD) — the gap between what they can do alone and what they can do with help — is different.
#52:Scaffolding in ZPD means giving a child just the right amount of help to learn something new. As the child gets better, the help is slowly taken away until they can do it by themselves. It’s like building a scaffold to support learning step by step.
#54:Sociocultural theory says learning happens through signs and symbols (like language), and that taking part in group activities with others is very important for learning.
The theory says teaching is very important for learning. Lessons should be designed to help students reach the next level just beyond what they can do on their own.
Learning with others helps us develop new and better thinking skills that we can't get when we try to learn alone.
#57:Brain-based learning means teaching in a way that matches how our brain naturally learns best. It uses what we know about the brain to help people understand and remember things better
#59:Brain-based education means using teaching methods that are based on how the brain works and learns best. It helps students learn in ways that fit their brain’s natural way of learning.
#61:Orchestrated immersion means setting up learning so that students are fully surrounded by activities and experiences that help them learn.
Relaxed alertness means being calm and comfortable but also paying close attention and ready to learn. It’s a relaxed state where your brain is awake and focused without feeling stressed.
It’s when you actively use your brain to understand and remember what you’re learning.
![Timeline
J. Piaget (1896-1980) [active 1920’s – 1970’s]
L. Vygotsky (1896–1934) [active 1920’s – 1930’s, but
translations influenced mainly in 1960’s – 1970’s]
J. Bruner (1915) [active 1950’s – 1990’s]](https://image.slidesharecdn.com/jean-piaget-250801051901-b36dce7c/85/COGNITIVE-DEVELOPMENT_4-STAGES-OF-DEVELOPMENT_jean-piaget-ppt-5-320.jpg)
