Cognitive Development: theorists/ theories
Early Childhood, Middle Childhood and Adolescence-VygotskyVygotsky's theories
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Early Childhood, Middle Childhood, and Adolescence- Piaget
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Early ChildhoodInformation Processing Theory-
suggests that one of the most important elements in cognitive development is the person's knowledge, mainly domain-specific knowledge. Ex- how to count Children have to focus on relevent information, an ignore irrelevent information, to sustain attention, and limit distractions.
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Piaget:
Piaget's Theory of Cognitive Development-
Piaget's Value of active play: brain develops with stimulation, and play provides stimulation. (Woolfolk & Perry, 2012, pg 214) Vygotsky Socio-cultural Theory Believed that self-directed talk led to slef-regulation, the ability to anticipate the future and to plan, monitor and guide one own's thinking. Teacher's should guide and assist children within the ZPD. Teachers and parents can provide support and scaffolding. (Woolfolk & Perry, 2012, pg 212-214,244) Vygotsky's Assisted Learning
Vygotsky's Zone of Proximal Development
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Middle ChildhoodInformation Processing Theory
Vygotsky Socio-cultural Theory
Assisted Learning- scaffolding. Teachers help by walking students through the steps of a complicated problem, doing part of the problem, or giving feedback etc. Instructional conversations-students are engaged in a class discussion. Ex. Different students might take turn discussing parts of a story, less teacher involvement as students get good at it. Cultural Tools-
(Woolfolk & Perry, 2012, pg 483-486) |
Piaget
Children see logical stability of real world, and the realization that elements can be changed or transformed and still retain most of their characteristics. Children can integrate past with the present Theory of Cognitive Development-
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AdolescenceInformation Processing Theory
Due to increased ability to process information faster and more efficiently, adolescents see the emergence and increase in executive functioning. The increase in executive functioning allows the adolescent to inhibit responses, focus attention, and control impulses. Adolescents attempt to multitask with this new ability. I believe that abstract thinking, and systematic reasoning might also be accomplish because of the increase in executive functioning. Ability to process more (capacity) Emergence and Strengthening of Executive functioning
ADHD- children with ADHD may have trouble with executive function- inhibiting impulses Ability to Inhibit responses & impulses- improves (Woolfolk & Perry, 2012, pg 486-492) Vygotsky's Socio-cultural Theory Zone of Proximal Development- learning through scaffolding or mediated learning continue Spontaneous and Scientific Thinking develop spontaneous-direct observations and experiences scientific- more accurate, abstract understanding learned in school Cultural Tools- use material tools(scientific calculators, computers-biggest impact) Applying Vygotsky's Ideas Students learn through both guided participation and participatory appropriation- acquiring knowledge, skills,and values involved in doing tasks. Cognitive Apprenticeships- six models to receive assisted help
Reciprocal Teaching-
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Piaget
Formal Operations develop:
(Woolfolk & Perry, 2012, pg 479-483) |
Citations
Jean Piaget. (1995, July 13). Retrieved from http://www.nwlink.com/~donclark/hrd/history/piaget.html
Lev Vygotsky and social cognition. (n.d.). Retrieved from http://www.funderstanding.com/educators/lev-vygotsky-and-social-cognition/
Morbius, V. (2010, November 19). [Web log message]. Retrieved from http://krelllabs.blogspot.com/2010/11/games-afoot.html
Never eat soggy waffles: fun mnemonic tricks. (n.d.). Retrieved from http://www.patriciajmurphy.com/never_eat_soggy_waffles__fun_mnemonic_memory_tricks_79865.htm
The many benefits of child’s play. (2012, December 27). Retrieved from http://drinkwineandgiggle.com/archives/2868
Woolfolk, A., & Perry, N. E. (2012). Child and adolescent development. Upper Saddle River, NJ: Pearson Education, Inc.
Lev Vygotsky and social cognition. (n.d.). Retrieved from http://www.funderstanding.com/educators/lev-vygotsky-and-social-cognition/
Morbius, V. (2010, November 19). [Web log message]. Retrieved from http://krelllabs.blogspot.com/2010/11/games-afoot.html
Never eat soggy waffles: fun mnemonic tricks. (n.d.). Retrieved from http://www.patriciajmurphy.com/never_eat_soggy_waffles__fun_mnemonic_memory_tricks_79865.htm
The many benefits of child’s play. (2012, December 27). Retrieved from http://drinkwineandgiggle.com/archives/2868
Woolfolk, A., & Perry, N. E. (2012). Child and adolescent development. Upper Saddle River, NJ: Pearson Education, Inc.