Topics:
- How Do Children Develop Cognitively?
- How Did Piaget View Cognitive Development?
- How Did Vygotsky View Cognitive Development?
- How Did Bronfenbrenner View Development?
- How Do Language and Literacy Develop?
Goal: (Based on The Intentional Teacher)
- For graduate candidates to conceptualize developmental theory with an understanding of what children are capable of doing now and then providing sound reasoning leading into the next step in their development.
- For graduate candidates to take into account culture, family, and community factors in their understanding of child development.
- Graduate candidates will write notes of pertinent content of the cognitive developmental theory presented from the learning activities presented in this lesson, then make an association and expand on from the chapter reading and then extend to the selected readings found at the end of this lesson.
- From their notes, candidates will write an informative research-based paper no longer than 1.5 to 3 pages double spaced, using citation excluding the cover page with a header, and the reference page. The written assignment will include a passing score of a B or better based on the courses Written Writing Rubric.
Rationale:
An understanding of cognitive development can provide a positive for teaching children. Knowledge of the cognitive developmental stages provides the teacher an understanding of the child and their abilities at the moment. Provides an opportunity to note learning delays of the child and to provide appropriate intervention. Cognitive development then provides an opportunity for the teacher to order appropriate instruction to meet the developmental needs of the child and to move them on to the next developmental milestone more likely to include appropriate instruction.
Student Learning Activity 1: How Development Occurs
Piaget believes that it is a human tendency to organize. For example, if I had a mixture of different beans in a jar and spill them on the floor and asked a child to help me pick them up, they would most likely scoop them up and place back in the jar. Showing a form of organization at the simplest level. 
Although, if I spilled the beans and then introduced 8 differing containers and asked the child to do something with these beans and the 8 containers, with a little prompting the child would organize the beans displaying a system of classification. Slavin (2018) in his writing of How Development Occurs, concludes young children demonstrate patterns of behavior or thinking, called schemes, that older children and adults also use in dealing with objects in the world" (p. 25). This example is showing how human nature is to organize, yet also points out that ordering instruction can include knowledge of assimilation and accommodation leading to the new schema. The assimilation of beans is established, and now equilibration has occurred, accommodating, beans can be different thus the establishment of the new schema. As indicated by Slavin (2018) this bean activity includes a constructivism approach, "a view of cognitive development as a process in which children actively build systems of meaning and understanding of reality through their experiences and interactions" (p. 26).
Pages 25-26 of the course text defines adaptation, assimilation, accommodation, equilibration, The following video sums this up.
Consider how these terms function with the teaching of children and how instruction can be modified to enhance learning as you learn more about Piaget's theory of cognitive development as related to his stage theory below.
Student Learning Activity 2: Piaget’s Stages of Development
Piaget divides the cognitive development of children and adolescents into four stages. “He believed that all children pass through these stages in this order and that no child can skip a stage, although different children pass through the stages at somewhat different rates” (Slavin, 2018, p.26). Since these stages, as studied by Piaget, and the stages are ordered and no child can skip a stage, it is important to understand how this theory may indicate children of special needs. Let’s not forget that special needs include those who are cognately advanced who are also in need of special instruction. For the most part, the ability to identify the stages can only enhance the learning of our youth.
Find below the more about the 4 stages of cognitive development.
Student Learning Activity 2: Piaget's Stages of Development
Your course text provides a basic overview of the sensorimotor stage, although there are 6 substages for sensorimotor development. For early childhood teachers, parents, or others interest in this topic, knowledge of these developmental stages can indicate cognitive advancement or cognitive delays of the child. The following video or link includes information for these 6 stages.
Stage 1: Sensorimoter Development (Birth to 2 Years of Age)
Major accomplishments of sensorimotorer development include the formation of the concept of "object permanence" (Slavin, 2018). The cognitive ability to control motor functions, movement, to manipulate objects. Slavin (2018) identifies Paget's Sensorimotor Development as a gradual progression from reflexive behavior to goal-directed behavior. Below find a video which includes the developmental stages of sensorimotor development going into more detail than what your text offers.
Sensorimotor Development Video
Enrichment of Sensorimotor Development: The following videos are some child examples of sensorimotor development.
Stage 2: Preoperational (2 to 7 years of age)
Preoperational development includes "the child's ability to use symbols to represent objects in the world". Thinking remains egocentric and centered (Slavin, 2018, p. 27). Below find a video which includes the developmental stages for preoperational development going into more detail than what your text offers.
Preoperational development includes "the child's ability to use symbols to represent objects in the world". Thinking remains egocentric and centered (Slavin, 2018, p. 27). Below find a video which includes the developmental stages for preoperational development going into more detail than what your text offers.
Preoperational Development Video
Enrichment of the Preoperational Stage: The following videos are some child examples of preoperational development.
Stage 3: Concrete Operational (7 to 11 years old)
Improvement in the ability to think logically including the ability to use operations that are reversible. Thinking is decentered, and problem-solving is less restricted by egocentrism. Abstract thinking is not yet possible (Slavin, 2018). Below find a video which includes the developmental stages for the concrete operational stage going into more detail than what your text offers.
Concrete Operational Video
Enrichment of Concrete Operational Development: The following videos are some child examples of preoperational development.
Stage 4: Formal Operational (11 years to adulthood)
As related to Piaget's theory, Slavin (2018) relays that "abstract and purely symbolic thinking is possible. Problems can be solved through the use of systematic experimentation" (p. 27). Below find a video which includes the developmental stages for preoperational development going into more detail than what your text offers.
Formal Operational Video
Enrichment of Formal Development: The following videos are some child examples of formal development.
Student Learning Activity 3: How did Vygotsky View Cognitive Development
In the studies of Vygotsky, Slavin (2018) points out that “Piaget’s theory suggests that development precedes learning, while Vygotsky’s theory suggests that learning precedes development” (p. 33). For example, in the beans in the jar activity, the child would simply pick the beans up and place them back in the jar, although the introduction of the 8 containers may include some prompting from the teacher. In the case of learning precedes development, Vygotsky concludes, learning involves the acquisition of signs, prompts (information), by means of others in the form of deliberate teaching. It is deliberate teaching inclusive of conversation which promotes interaction which assists the child to internalize as to be able to think and solve problems without the help of others, which he termed self-regulation. Slavin (2018) “In contrast to Piaget, Vygotsky proposed that cognitive development is strongly linked to input from others” (p. 33). Thus, this theory is more social-cultural in context. In such, the following methods promoted by Vygotsky, private speech, the zone of proximal development, mediation, scaffolding, and cooperative learning are more of social-cultural methodology. It is these theoretical approaches which enhance the teaching of others and is worth becoming familiar with and set into practice.
The following video provides a further
understanding of the work of Vygotsky.
To begin to move into language and literacy, Vygotsky’s work is based on two related key ideas.
- He proposed that intellectual development can be understood only in terms of the historical and cultural contexts children experience.
- He believed that development depends on the sign systems that individuals grow up with: the symbols that cultures create to help people think, communicate, and solve problems. Examples include a culture’s language, its writing system, and its counting system (Slavin, 2018, p. 33)
Vygotsky argued that the focus on Western symbol systems greatly underestimates cognitive development in diverse cultures (Slavin. 2018). The interrelations here is influential of Western Education for Native American people.
Student Learning Activity 4: How Did Bronfenbrenner View Development
Moving into the next topic, How Did Bronfenbrenner View Development, there is are strong connections to Vygotsky's views, cognitive development is strongly linked to the input of others. In thought, also leads heavily into learning and literacy development. Slaving (2018) brings out "the focus of Bronfenbrenner's model of Ecological Theory and notes the social and institutional influences on a child's develpment, from family, schools, places of worship, and neighborhoods, to broader social and political influences, such as mass media and government" (p. 36). Find below a video which displays Bronfenbrenner's Ecological Theory.
Bronfenbrenner's Ecological Theory
From a Lakota perspective, you may begin to interrelate the world of the Native American child. For the Lakota, there is the Tiwahe, the immediate family, the Tiospaye, the extended family, the Oyate or the tribal affiliation. Consider the Native American living in two worlds, the Native and that of Western thought.
Assignment: After reviewing the above goals and objectives, as well as the student learning activities, do the following:
- Read Chapter 2, Cognitive Theory from the course text, keeping track of pertinent content which inspires you.
- Extended Reading Selections: (Choose One or Both to Cite)
Writing Format:
Your writing assignment will follow proper APA format and style. You will include a header, cover page, no abstract required, include an introduction, inclusive of a thesis, body, closure, the use of citation, and a reference page. If you are unfamiliar with the APA rules related to the above requirements, you will want to visit the Graduate Research and Writing Assistance or the Purdue Owl. You may also benefit from watching Five Paragraph Essay video.
Your written assignment should be no longer than a page and a half to three pages long double spaced. This does not include the title page or the reference page. With this in mind you will want to be direct and to the point. Again your assignment will be evaluated using the Chapter Writing Rubric.
Submitting Your Assignments:
The video below will show you how to complete your assignment at your course shared folder and how to post to your electronic portfolio: Posting Assignments and The Electronic Portfolio
If this is still confusing, then do the following:
Send your assignment to me at sintegleska088@gmail.com Remember the assignment is due on January 20th. If you should have any questions or concerns please let me know at 605-441-2113.
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