t4 Cognitive and Language Development

8/11/2019 t4 Cognitive and Language Development

1/24

1


2/24

Piaget

A proponent of the belief thatintelligence develops

qualitativelywith age, as well

as quantitatively Genetic Epistemology

Intellect develops in gradual

stages, much as the body does

Hence the term genetic does not

refer to our genes influence on

our intelligence but rather as a

reference to development2


3/24

Jean Piaget and Cognitive

Development

Piaget believed that all children passed through a set series

of stages during their cognitive development; like Freud, he

was a Stage Theorist

Transformations: Mentally changing the shape or form of a

substance; children younger than 6 or 7 cannot do this

Assimilation: Application of existing mental patterns to new

situations

Accommodation: Existing ideas are changed to

accommodate new information or experiences

Table of Contents Exit3
http://localhost/var/www/apps/conversion/tmp/Coon_START.ppthttp://localhost/var/www/apps/conversion/tmp/Coon_START.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_10/Production2/Transfer/csanner/Coon/Coon_START.ppt


4/24

Jean Piaget and the First Stage of

Cognitive Development

Sensorimotor (0-2 Years):

All sensory input and motor responses are

coordinated;

most intellectual development here is

nonverbal

Object Permanence: Concept that objects still

exist when they are out of sight



5/24

Object Permanence

5


6/24

Jean Piaget and the Second Stage of


Preoperational Stage (2-7 Years):

Children begin to use language and think

symbolically, BUT their thinking is still intuitive

and egocentric

Intuitive: Makes little use of reasoning and logic

Egocentric: Child is unable to accommodate

viewpoints of others



7/24

Conservation

7


8/24

Fig. 3.17 Children under age 7 intuitively assume that a volume of liquid increases when it is poured from a short,

wide container into a taller, thinner one. This boy thinks the tall container holds more than the short one. Actually

each holds the same amount of liquid. Children make such judgments based on the height of the liquid, not its

volume.



9/24

Water task

A B

Figure A showsa bottle withsome water in

it.In B, thebottle hasbeen tilted.

Draw a line toshow how thewater linewould look.

9


10/24

Jean Piaget and the Third Stage of


Concrete Operational Stage (7-11Years):

Children become able to use concepts of time, space,volume, and number BUT in ways that remain

simplified and concrete, not abstract

Conservation: Mass, weight, and volume remainunchanged when the shape of objects changes

Reversibility of Thought: Relationships involvingequality or identity can be reversed



11/24

Jean Piaget and the Last Stage of


Formal Operations Stage (11 Years and Up):Thinking now includes abstract, theoretical,and hypothetical ideas

Abstract Ideas: Concepts and examples removedfrom specific examples and concrete situations

Hypothetical Possibilities: Suppositions, guesses,or projections



12/24

IMPLICATIONS OF TEACHING AND

LEARNING : Jean PiagetSTAGE IMPLICATIONS

Preoperational Use concrete teaching aids

Instructions short follow with examples

Provide opportunities for hands on activities

Provide wide range of experiences

Operational Continue with concrete materials

Provide opportunities to manipulate objects

Presentations brief and well organised

Use familiar examples

Use logical and analytical thinking

Formal

operational

Provide opportunities to explore alternative answers and

develop hypothesis

Give opportunities to solve problems and provide reasons

scientifically

Teach broad concept and dont concentrate on facts12


13/24

Lev Vygotskys Sociocultural Theory

Childrens cognitive development is heavily influenced bysocial and cultural factors

Childrens thinking develops through dialogues with morecapable people

Zone of Proximal Development: Range of tasks a child cannotmaster alone even though they are close to having thenecessary mental skills; they need guidance in order tocomplete the task

Scaffolding: Framework or temporary support. Adults helpchildren learn how to think by scaffolding, or supporting, theirattempts to solve a problem or to discover principles

Scaffolding must be responsive to a childs needs



14/24

LEV VYGOTSKY

Vygotsky awakes our eyes to the

powerful role of culture and community

in learning.

His theory presents the radical idea

that our very thought and intelligence

is really not our own. Its the product of

history and culture.

14


15/24

ZONE OF PROXIMAL

DEVELOPMENT

the distance between the actual

developmental level as determined by

independent problem solving and the level of

potential development as determined through

problem solving under adult guidance, or in

collaboration with more capable peers

15
http://f/TOSHIBA%201/KULIAH%20EDU%203102%20%20PERKEMBANGAN%20KANAK-KANAK/TESL/Zone_of_proximal_development.htmhttp://f/TOSHIBA%201/KULIAH%20EDU%203102%20%20PERKEMBANGAN%20KANAK-KANAK/TESL/Zone_of_proximal_development.htm


16/24

ZPD

Tasks I cannot do

even with help

Tasks I can do onlywith help

Tasks I can do all by

myself

16


17/24

Use abstract language

Use language

Babble

ZPD

ZPD

What mental tool has

been internalized?

17


18/24

SCAFFOLDINGScaffolding [is] the way the adult guides the

child's learning via focused questions andpositive interactions.

The Zone of Proximal Development (ZPD), in Education refers

to the distance between what a child can do on his/her ownand what the child can complete with adult assistance.

Vygotsky believed during the learning process children first

learn by imitating adults. In the beginning children are unableto complete a particular task without assistance. Overtime

this child may be able to complete more complex tasks with

adult assistance. The distinction between these two examples

above is coined the ZPD. 18


19/24

IMPLICATIONS OF TEACHING AND

LEARNING : Lev Vygostsky Assessment focussed on the zone of proximal

development (ZPD). Teachers give exercises of

varying difficulties to determine level of instruction

Teaching to begin on upper limit of ZPD. Give supportand motivation

Encourage help from skilled peers

Monitor and encourage use of private speech. Guideself talking

Give meaningful instructions and relate to

experience

19


20/24

LANGUAGE ACQUISITION

Cooing: Repetition of vowel sounds by infants;typically starts at 6-8 weeks

Babbling: Repetition of meaningless language

sounds (e.g., babababa); uses consonants B, D, M,and G; starts at 7 months

Single-Word Stage: The child says one word at atime

Telegraphic Speech: Two word sentences thatcommunicate a single idea (e.g., Want cookie)



21/24

Stages of Language Development Birth to Year 1

o

infants use different cries, use movement to expresspleasure or paino 8 to 10 months babbling becomes more sophisticatedo 8 to 12 months their understanding exceeds ability to

produce it Age 1 to 2

o child utters many sounds - as if speaking in sentenceso utterances not understandable to adultso begin to use telegraphic speech, first evidence of their

knowledge of syntaxo by 18 months many pronounce 80% of English phonemes

21


22/24


23/24

Stages of Language Development cont.

Age 5 to 6o sound like adults when they speako vocabulary and syntactic complexity is always

increasingo supply their own word when they don't know one for aparticular situation

Age 7 to 8o have developed a grammar that is almost equivalent to

adultso good conversationalists, talk primarily about what they

do

23


24/24

NOAM CHOMSKY AND

THE ROOTS OF LANGUAGE

Biological Disposition: Presumed readiness of ALL

humans to learn certain skills such as how to use

language

Chomsky: Language patterns are inborn

Parentese (Motherese): Pattern of speech used when

talking to infants

Marked by raised voice; short, simple sentences andrepetition

24
http://localhost/var/www/apps/conversion/tmp/scratch_10/Production2/Transfer/csanner/Coon/Coon_START.ppt

Documents

t4 Cognitive and Language Development