the state university of zanizbar 21 st june, 2011 ded 101 educational psychology, guidance and...
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THE STATE UNIVERSITY OF ZANIZBAR
21st June, 2011
DED 101EDUCATIONAL
PSYCHOLOGY, GUIDANCE AND COUNSELING
OUTLINEMeaning of Cognitive Development Importance of cognitive DevelopmentConcepts related to cognitive development
AssimilationAdaptationAccommodationSchemes
Characteristics of cognitive developmentStages of cognitive development (j. Piaget)
DEFINITIONS• (Oxford Concise Dictionary:2009) defines cognition as the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
• (Baron; 1999) defines cognition as the term used to describe thinking and many other aspects of our higher mental processes , including thinking, reasoning, decision making, problem solving and creativity.
• (Hayes;2002) defines Cognitive development as a process through which people develop more sophisticated methods of understanding or perceiving information, opinions, theories, or facts.
• (Albert; 1999) defines cognitive development as the transitions people make from a simple understanding of their world to a more complex understanding.
IMPORTANCE OF COGNITIVE DEVELOPMENT
•Provides insight into student perspectives (By understanding how students perceive and process information, we can gain insight into how students see the problems they are presented)
•Helps instructors appreciate how students understand or perceive information
•Allows instructors to appropriately tailor information or questions
Piaget’s Theory
• Piaget was interested in:• how we develop our understanding of the things around us• How kids come to know day-to-day things adults take for granted
• Piaget theory of cognitive development is a stage theory – a type of theory suggesting that all human beings move through an orderly and predictable series of change.
• Piaget’s theory of cognitive development is referred to constructivism . According to Piaget, children "construct" their understanding of the world through their active involvement and interactions
Characteristics of Piaget’s Stages
• Reflect an underlying mental structures (psychological units of the mind that enable us to think and know)
• Describe a person in a state of equilibrium (balance between assimilation and accommodation )
• Must follow the order developed by Piaget• Cannot skip stages• Composed partly of preparation and party of achievement
• Found in all cultures - Universal
Schemes • Are patterns of behavior that children and adults use in dealing with
objects in the world i.e. schemas refers to the knowledge about something; a child’s idea of a task, concept, item, etc.
• Organized ways of making sense of experience.
• Schemas can be:• Simple : Example. when the baby knows how to grasp an object
within reach• Complex Example p when a secondary school student learns how
to solve mathematical problems.
• Change with age • Action-based (motor patterns) at first
• Later move to a mental (thinking) level
ADAPTATION•Is a process in which individuals build mental representations of the world through direct interaction with it. In other words, children come to construct increasingly advanced and accurate representations of the world through their experience in it.
•Adaption involves two basic components:•Assimilation•Accommodation
ASSIMILATION•This is the tendency to fit new information to existing mental frameworks i.e. to understand the world in terms of existing concepts and schemas (adding new info to current understanding)
•Example; if a child goes to a zoo sees a whale and says” Look at the fish”
ACCOMODATION
•This is the tendency to change existing concepts or mental frameworks in response to new information or new recognizable dimensions of the external world (incorporating new info into current info = Learning i.e. Adjusting old schemes, creating new ones to better fit environment
• Example; if the same child later comes to realize that not all animals that swim in the water are fish, this illustrates accommodation
Four Major Stages of Cognitive Development
1. Sensorimotor (0-2 years)2. Preoperational (2-7 years)3. Concrete Operations (7-11
years)4. Formal Operations (12+
years)
Sensorimotor Stage (0-2 years)• Infant’s world consists of the immediate environment
• Interact and learn by sensory input (hearing, feeling, seeing)
•Gradually learn to control their own bodies and objects in the external world.
•The ultimate task at this stage is to achieve the sense that objects go on existing even when we cannot see them (Object Constancy/Permanence).
Source : (Ellyn and Bacon:2001)
Rules for Toddlers
•If I like it, it’s mine.•If it’s in my hand, it’s mine.•If I can take it from you, it’s mine.•If I had it a little while ago, it’s mine.•If it’s mine, it must never appear to be yours in any way.
Rules for Toddlers, continued
• If I’m doing or building something, all the pieces are mine.
• If it looks like mine, it’s mine.• If I saw it first, it’s mine.• If you are playing with something, and you put it down, it automatically becomes mine.
• If it’s broken,
it’s yours!Source : (Ellyn and Bacon:2001)
Source : (Ellyn and Bacon:2001)
Sensorimotor Sub stages
Reflexive Schemes Birth –1 month
Newborn reflexes
Primary Circular Reactions
1 – 4 months Simple motor habits centered around own body
Secondary Circular Reactions
4 – 8 months Repeat interesting effects in soundings
Coordination of Secondary Circular Reactions
8 – 12 months Intentional, goal-directed behavior; object permanence
Tertiary Circular Reactions
12 – 18 months
Explore properties of objects through novel actions
Mental Representations
12 months – 2 years
Internal depictions of objects or events; deferred imitation
Source : (Ellyn and Bacon:2001)
Object Permanence
•Understanding that objects continue to exist when out of sight
•According to Piaget, develops in Sub stage 4
Source : (Ellyn and Bacon:2001)
Mental Representations
According to Piaget, develops in Sub stage 6
Internal, mental depictions/representations of informationImages: objects, people, placesConcepts: categoriesCan manipulate with mindAllow:• Deferred/postponed imitation • Make-believe play
Mental Representations: Dual Representation
• Viewing a symbolic object as both an object and a symbol
• Mastered around age 3• Adult teaching can help
Provide lots of maps, photos, drawings, make-believe playthings, etc.
Point out similarities to real world
Evaluation of the Sensorimotor Stage
How Piaget was right
Timing of: • Object search, • A-not-B, • Make-believe play
How Piaget might have been wrong
• Timing of object permanence, deferred imitation, categorization, problem-solving by analogy • All occur sooner than Piaget thought
Some suggest infants are born with core knowledge in several domains of thought
Source : (Ellyn and Bacon:2001)
Preoperational Stage (2-6/7 years)
•Developing ability to manipulate images and symbols, i.e. language develops
•Play becomes key in learning. Begin to see use of symbolism in pretend play (e.g. Use a broomstick as a “horsey”)
•Child’s view of the world is egocentric and animistic thinking
•Logical organization of thoughts remains undeveloped e.g. a child Cannot perform mental operations
Animistic Thinking
Belief that inanimate objects have lifelike qualities
Source : (Ellyn and Bacon:2001)
Evaluation of the Preoperational Stage
How Piaget was right
Preschoolers do develop beginnings of logical thinking
How Piaget might have been
wrong
Logical thinking develops more gradually than Piaget thought
Source : (Ellyn and Bacon:2001)
Concrete Operations (6/7-12 Years)
•Perform logical operations, but only in relation to concrete objects, not abstract ideas.
•Basic math skills developed (counting, addition, subtraction) as well as an understanding of conservation.
•Can sort items into categories, reverse the direction of their thinking, and think about two concepts simultaneously.
•Able to understand a situation from another person’s perspective i.e. Egocentric thought diminishes.
Teaching the Concrete Operational Child(Middle Childhood)
Continue to use concrete props and visual aids, especially when dealing with sophisticated material.
•Provide time-lines for history lessons. •Provide three-dimensional models in science.
Continue to give students a chance to manipulate objects and test out their ideas. •Demonstrate simple scientific experiments in which the students can participate. •Show craftwork to illustrate daily occupations of people of an earlier period.
Make sure that lectures and readings are brief and well organized. •Use materials that present a progression of ideas from step to step. •Have students read short stories or books with short, logical chapters, moving to longer reading assignments only when the students are ready.
Ask students to deal with no more than three or four variables at a time. •Require readings with a limited number of characters. •Demonstrate experiments with a limited number of steps.
Use familiar examples to help explain more complex ideas so students will have a beginning point for assimilating new information.
•Compare students' own lives with those of the characters in a story. •Use story problems in mathematics.
Give opportunities to classify and group objects and ideas on increasingly complex levels.
•Give students separate sentences on slips of paper to be grouped into paragraphs. •Use outlines, hierarchies, and analogies to show the relationship of unknown new material to already acquired knowledge.
Present problems which require logical, analytical thinking to solve. •Provide materials such as Mind Twisters, Brain Teasers, and riddles. •Focus discussions on open-ended questions which stimulate thinking (e.g., are the mind and the brain the same thing?)
(Source; Henry 2000)
Formal Operations (12+ years)
•Begin to think logically and abstractly, including speculations about what might happen in the future.
•Theoretical, philosophical, and scientific reasoning becomes possible
•Abstract concepts and moral values become as important as concrete objects.
•With these newly developed thinking abilities, adolescents begin to reinterpret and revise their knowledge base.
Consequences of Abstract Thought
•Self-Consciousness & Self-Focusing• Imaginary audience•Sensitivity to criticism•Personal fable
• Idealism and Criticism•Problems with Decision Making• Inexperience•Overwhelming options
Summary of Piaget’s Stages of Cognitive Development
ApproximateAge
Stage Major Developments
Birth to 2 years Sensorimotor Use sensory and motor capabilities to explore and understand environmentObject PermanenceSeparation Anxiety
2 to 7 years Preoperational Representational ThoughtBegin to use symbols
7 to 12 years Concrete Operational
Begin to think logicallyPrinciple of Conservation
12 years and beyond Formal Operational Metacognition/ systematicDevelop abstract thought
Strengths of Piaget’s Theory
•One of the first formal, comprehensive theories on child development
•Children as active, constructive thinkers•Methodology – interested in why kids got wrong answers
•Observation methods•Cognitive growth: partial accomplishments vs. complete appearance at once
Weaknesses of Piaget’s Theory
•Estimates of time related to children’s competencies
•Development does not always occur in a stage-like fashion
•Children can be trained to be at the next stage
Mnemonic forPiaget’s Four Stages
• Examples:
•Sometimes Piaget Can Frustrate!Or
•Sophomore Psychologists Can’t Fail!
What does this mean for teaching?
•Meaningful learning cannot occur if a child is not able to accommodate or assimilate due to mental maturity.
•If the majority of your students are concrete learners, you must provide certain methods for learning to occur.
Implications of Piaget’s Theory for Teachers
•Understanding students’ thinking•‘Match’ teaching to cognitive stage•Presentation strategies•Illustrations and examples•Assignments