Cognitive Learning TheoriesCognitive Learning Theories

Jean PiagetJean Piaget

The theory of cognitive development, or The theory of cognitive development, or the development stages theory, as the development stages theory, as described by Jean Piaget, was first described by Jean Piaget, was first developed nearly 60 years ago. Piaget developed nearly 60 years ago. Piaget believed that there were four main stages believed that there were four main stages of development and each contained of development and each contained characteristics that would be present in characteristics that would be present in children of a similar age (Eggen & children of a similar age (Eggen & Kauchak, 2010)Kauchak, 2010)

The Stages of development are:The Stages of development are:Sensorimotor Stage – Birth to two years old.Sensorimotor Stage – Birth to two years old.

Preoperational Stage – Two to seven year oldPreoperational Stage – Two to seven year old

Concrete Operational Stage – Seven to eleven year oldConcrete Operational Stage – Seven to eleven year old

Formal Operational Stage – Eleven to adult.Formal Operational Stage – Eleven to adult.

Piaget believed that each stage must precede the previous stage in Piaget believed that each stage must precede the previous stage in a systematic order, building the required knowledge to progress to a systematic order, building the required knowledge to progress to the next stage (Eggen & Kauchak, 2010). the next stage (Eggen & Kauchak, 2010).

By acknowledging the characteristics that exist in each stage, and By acknowledging the characteristics that exist in each stage, and planning lessons according to the level of students, teachers can planning lessons according to the level of students, teachers can effectively use Piaget’s stages to improve their teaching methods. effectively use Piaget’s stages to improve their teaching methods.

Lev VygotskyLev Vygotsky

Vygotsky believed that development occurred as a result of Vygotsky believed that development occurred as a result of social interactions. His theory was based on the processes social interactions. His theory was based on the processes that occur as children develop rather than the characteristics that occur as children develop rather than the characteristics shown at a particular age as described by Piaget (Mcdevitt shown at a particular age as described by Piaget (Mcdevitt 2004). 2004).

Vygotsky believed that children could perform more Vygotsky believed that children could perform more challenging tasks when assisted by a more advanced and challenging tasks when assisted by a more advanced and competent individual. He believed that each child has a competent individual. He believed that each child has a development level which is the upper limit of tasks that they development level which is the upper limit of tasks that they can perform by themselves. They also have a level of can perform by themselves. They also have a level of potential development which is the upper level of tasks that potential development which is the upper level of tasks that they can perform with the assistance of a more experienced they can perform with the assistance of a more experienced person (McDevitt, 2004).person (McDevitt, 2004).

Applying Piaget’s & Vygotsky’s Theories in Applying Piaget’s & Vygotsky’s Theories in the Classroom (Eggen & Kauchak, 2010)the Classroom (Eggen & Kauchak, 2010)

PiagetPiagetUse concrete examples to stimulate cognitive Use concrete examples to stimulate cognitive development, if a child can hold or see a physical object development, if a child can hold or see a physical object which relates to something they are learning about they which relates to something they are learning about they are much more inclined to develop a scheme to are much more inclined to develop a scheme to accommodate the new experience presented to them.accommodate the new experience presented to them.-Social interaction helps build on cognitive development, -Social interaction helps build on cognitive development, by observing students and their interactions it is much by observing students and their interactions it is much easier to determine their levels of development and to easier to determine their levels of development and to introduce them to the thought processes of more introduce them to the thought processes of more advanced thinkingadvanced thinking-Determine the development levels of students and then -Determine the development levels of students and then match or challenge these levels by setting tasks match or challenge these levels by setting tasks accordingly to challenge them.accordingly to challenge them.

VygotskyVygotskyUse meaningful culturally specific learning activities as a Use meaningful culturally specific learning activities as a base for instruction. The cultural relevance provides a base for instruction. The cultural relevance provides a mechanism for communication and thinking.mechanism for communication and thinking.Ensure students are constantly involved with social Ensure students are constantly involved with social interactions and encourage them to use language as to interactions and encourage them to use language as to determine their developing understanding.determine their developing understanding.Be aware of student’s zone of proximal development and Be aware of student’s zone of proximal development and create learning activities that are appropriate for their create learning activities that are appropriate for their level. level. Provide appropriate scaffolding to assist students Provide appropriate scaffolding to assist students learning and development process. learning and development process. Encourage children to talk themselves through difficult Encourage children to talk themselves through difficult situations. Using self regulation children will pay more situations. Using self regulation children will pay more attention to what they are doing and will likely improve. attention to what they are doing and will likely improve.