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Cognitive Development: Piagets and Vygotskys Theories

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Title: Cognitive Development: Piagets and Vygotskys Theories


1
Chapter 3
  • Cognitive Development Piagets and Vygotskys
    Theories

2
The proposition underlying a constructivist
approach is that children must construct their
own understandings of the world in which they
live.
3
Constructivism is the basis for many current
reforms in education.
4
Piaget had a major impact on the way we think
about childrens development.
5
Piaget taught us that children act as little
scientists, trying to make sense of their
world.
6
Children have their own logic and ways of
knowing, which follow predictable patterns of
development as children biologically mature and
interact with the world.
7
Piaget was an early constructivist theorist in
psychology.
8
Piaget believed that children actively construct
their own knowledge of the environment using what
they already know to interpret new events and
objects.
9
Piaget was a stage theorist who divided cognitive
development into four major stages sensorimotor,
preoperations, concrete operations, and formal
operations.
10
At each of Piagets stages of development,
childrens thinking is assumed to be
qualitatively different from their thinking at
other stages.
11
Piaget proposed that cognitive development occurs
in an invariant sequence.
12
Schemes are sets of physical actions, mental
operations, concepts, or theories people use to
acquire and organize information about their
world.
13
Piaget distinguished between three types of
knowledge
  • Physical knowledge
  • Logico-mathematical knowledge
  • Social knowledge

14
In Piagets theory two basic principles guide
childrens intellectual developmentorganization
andadaptation
15
A Childs Representation of Eight in Piagets
Theory (Figure 3.1)
16
Piaget used the terms assimilation and
accommodation to describe how children adapt to
their environment.
17
Through the process of assimilation children mold
new information to fit their existing schemes.
18
The process of changing existing schemata is
called accommodation.
19
As an interactional theorist, Piaget viewed
development as a complex interaction of innate
and environmental factors.
20
According to Piaget, the following four factors
contribute to childrens cognitive development
  • maturation of inherited physical structures
  • physical experiences with the environment
  • social transmission of information and
    knowledge
  • equilibration

21
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22
Object permanence involves the knowledge that
objects continue to exist even when they can no
longer be seen or acted on.
23
The ability to think about objects, events, or
people in their absence marks the beginning of
the preoperational stage.
24
Piaget used the term preoperational stage because
preschool children lack the ability to do some of
the logical operations he observed in older
children.
25
During the preoperational stage, children can use
symbols as a tool to think about their
environment.
26
Along with an increased ability to use words and
images as symbols, children begin to use numbers
as a tool for thinking during the preschool years.
27
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28
Piaget found that young childrens conceptions
of the world are characterized by animism that
is, they do not distinguish between animate
(living) and inanimate (mechanical) objects.
29
Childrens intuitive understandings of their
physical and biological concepts are a little
more sophisticated than Piaget believed.
30
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31
Metacognition is thinking about thinking,and
it plays a very important role in childrens
cognitive development during the middle
childhood and adolescent years.
32
Perceiving and interpreting the world in terms of
self is called egocentrism.
33
Three-year-olds seem to have what are called
collective monologues, in which their remarks
to each other are unrelated.
34
Centration means that young children tend to
focus or center their attention on only one
aspect of a stimulus.
35
Perspective-Taking Task (Figure 3.3)
36
In elementary years, children begin to use mental
operations and logic to think about events and
objects in their environment.
37
In the concrete operational stage
  • Thinking appears to be less rigid.
  • The child understands that operations can be
    mentally reversed or negated.

38
Seriation Task (Figure 3.4)
39
Seriation involves the ability to order objects
in a logical progression.
40
Classification is a skill that begins to emerge
in early childhood.
41
Matrix Classification Task (Figure 3.5)
42
Are There More Dogs or Animals? (Figure 3.6)
43
Conservation involves the understanding that an
entity remains the same despite superficial
changes in its form or physical appearance.
44
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45
Propositional logic involves the ability to draw
a logical inference based on the relationship
between two statements or premises.
46
Pendulum Task (Figure 3.7)
47
Piaget called the ability to generate and test
hypotheses in a logical and systematic manner
hypothetico-deductive thinking.
48
Chemistry Task (Figure 3.8)
49
The ability to think about multiple causes is
combinatorial reasoning.
50
Ratio Task (Figure 3.9)
51
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52
Piaget has received the most criticism for his
ideas about the qualitative nature of cognitive
development.
53
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54
Neo-Piagetians theories have attempted to add
greater specificity to developmental changes,
while maintaining the basic assumptions of
Piagets theory.
55
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56
Piaget captured many of the major trends in
childrens thinking.
57
Much of Piagets research focused on childrens
development of logical, scientific, and
mathematical concepts.
58
One of the most important contributions of
Piagets work concerns the purposes and goals of
education.
59
The second most important contribution of
Piagets research is the idea that knowledge is
constructed from the childs own physical and
mental activities.
60
Piagets theory also emphasizes the important
role of play in childrens development.
61
Lev Vygotsky was a major figure in Russian
psychology.
62
Vygotskys theory stresses relations between
the individual and society.
63
Vygotsky is considered one of the earliest
critics of Piagets theory of cognitive
development.
64
According to Vygotsky, children are born with
elementary mental abilities such as perception,
attention, and memory.
65
Vygotsky defined cognitive development in terms
of qualitative changes in childrens thinking
processes.
66
Vygotsky believed language was an important
psychological tool which influenced childrens
cognitive development.
67
Vygotsky identified three stages in childrens
use of language
  • social
  • egocentric
  • inner speech

68
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69
Compared with Piaget, Vygotsky also placed a
stronger emphasis on culture in shaping
childrens cognitive development.
70
To Vygotsky, the construction of knowledge is
not an individual construction process.
71
Compared with Piaget, Vygotsky also placed a
stronger emphasis on culture in shaping
childrens cognitive development.
72
Vygotsky believed instruction by more
knowledgeable peers or adults is at the heart of
cognitive development.
73
Vygotsky believed that learning precedes
development.
74
Vygotsky thought egocentric speech is the means
by which children move from being regulated by
others to being regulated by their own thinking
processes.
75
Vygotskys theory places much less emphasis on
physical maturation or innate biological
processes than most other developmental theories.
76
Vygotsky thought private speech serves an
important self-regulatory function.
77
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78
Both Piaget and Vygotsky emphasized the
importance of peers in childrens cognitive
development.
79
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80
Piaget and Vygotsky emphasized that children
are not passive recipients of knowledge and
recognized the value of play and activity for
cognitive development.
81
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