Cognitive and Language Development PDF

COGNITIVE AND LANGUAGE DEVELOPMENT  Jean Piaget’s Cognitive Development Theory Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old.  Jean Piaget’s Cognitive Development Theory  Hise...

COGNITIVE AND LANGUAGE DEVELOPMENT  Jean Piaget’s Cognitive Development Theory Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old.  Jean Piaget’s Cognitive Development Theory  Hisearly exposure to the intellectual development of children came when he worked as an assistant to Alfred Binet and Theodore Simon as they worked to standardize their famous IQ test. How does he come up with this theory? Was working at the Binet Institute in the 1920s and his main responsibility was to translate questions written in English intelligence tests into French. How does he come up with this theory? Hebecame interested to find out why children gave incorrect answers to the questions needing logical thinking. (Meadows, 2019) Piaget believed that these wrong answers revealed significant differences between the thinking of children and adults. Piaget proposed a new set of assumptions about the intelligence of children: Children think differently and see the world differently from adults.  Children are not passive learners; they actively build up their knowledge about the surrounding. The most effective way to understand children’s reasoning is to think from children's point of view. Jean Piaget’s Theory of Cognitive Development His theory focuses Jean Piaget's theory of cognitive not only on development understanding how suggests that children acquire children move knowledge, but also through four on understanding different stages of the nature of learning. intelligence. Jean Piaget’s Theory of Cognitive Development  “Olderchildren do not just think more quickly than younger children. Instead, they are both qualitative and quantitative differences between the thinking of young children versus older children. Jean Piaget’s Theory of Cognitive Development Based on his observations, he concluded that children were not less intelligent than adults- they simply think differently. Piaget's stages are: Sensorimotor stage: Birth to 2 years Preoperational stage: Ages 2 to 7 Concrete operational stage: Ages 7 to 11 Formal operational stage: Ages 12 and up The Sensorimotor Stage of Cognitive Development (Birth to 2 years)  During this earliest stage of cognitive development, The infants and toddlers acquire Sensorimotor knowledge through sensory experiences and manipulating Stage of objects. Cognitive Development (Birth to 2 A child's entire experience at years) the earliest period of this stage occurs through basic reflexes, senses, and motor responses. Major characteristics and developmental changes during this stage: Know the world through movements and sensations Learn about the world through basic actions such as sucking, grasping, looking, and listening.  Major characteristics and developmental changes during this stage: -Learn that things continue to exist even when they cannot be seen (object permanence) realize that they are separate beings from the people and objects around them - Realize that their actions can cause things to happen in the world around them.  Object Permanence According to Piaget, object permanence is one of the most important accomplishments at the sensorimotor stage of development. Object permanence is a child’s understanding that objects continue to exist even though they cannot be seen or heard. Sensorimotor Substages Secondary Primary Circular Reflexes (0 – 1 Circular Reactions month) Reactions (1 – 4 months) (4 – 8 months) Coordination of Tertiary Circular Early Reactions Reactions Representational Thought (18 – 24 (8 – 12 months) (12 – 18 months) months) Reflexes (0 – 1 month)  During this substage, the child understands the environment purely through inborn reflexes as sucking and looking. Primary Circular Reactions (1 – 4 months)  Simple motor habits centered around the infant’s own body; coordinating sensation and new schema. Secondary Circular Reactions (4 – 8 months)  Duringthis substage, the child more focused on the world and begins to intentionally repeat an action to trigger a response in the environment. Coordination of Reactions (8 – 12 months)  The child starts to show clearly intentional actions. They begin exploring the environment and often imitate the observed behavior. Children begin to recognize certain objects as having specific qualities. Tertiary Circular Reactions (12 – 18 months)  Children begin a period of trial-and-error experimentation to observe the consequences. Early Representational Thought (18 – 24 months)  Childrenbegin to develop symbols to represent events or objects in the world. Children begin to move towards understanding the world through mental operations rather than purely through actions. Sensorimotor Substages Secondary Primary Circular Reflexes (0 – 1 Circular Reactions month) Reactions (1 – 4 months) (4 – 8 months) Coordination of Tertiary Circular Early Reactions Reactions Representational Thought (18 – 24 (8 – 12 months) (12 – 18 months) months) The Preoperational Stage of Cognitive Development (2 to 7 years)  The Preoperational Stage of Cognitive Development The foundations of language development may have been laid during the previous stage, but the emergence of language is one of the major hallmarks of the preoperational stage of development.  2 to 7 Years Begin to think symbolically and learn to use words and pictures to represent objects Tend to be egocentric and struggle to see things from the perspective of others Getting better with language and thinking, but still tend to think in very concrete terms.  The Preoperational Stage of Cognitive Development (2 to 7 years)  Ex.A researcher might take a lump of clay, divide it into equal pieces, and then give a child the choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape.  Symbolic thought or symbolic functions This is the ability to represent objects and events. A symbol is a thing that represents something else. A drawing, a written word, or spoken word comes to be understood as representing a real object like MRT train.  The Preoperational Stage of Cognitive Development (2 to 7 years)  Atthis stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people.  Irreversibility-pre-operational children still have the inability to reverse their thinking. They can understand that 2+3 is 5 but cannot understand that 5 -3 is 2. The Preoperational Stage of Cognitive Development (2 to 7 years)  Animism- the understanding that everything in the world has a spirit. This is the tendency of children to attribute human like traits or characteristics to inanimate objects.  Transductive reasoning- this refers to the pre-operational type of reasoning that is neither inductive nor deductive.  Reasoning appears to be from particular to particular. If A causes B, the B causes A.  Concrete Operational Stage (Ages 7 to 11)  Concrete operational stage (Ages 7 to 11) By the beginning of the concrete operational stage, the child can use operations (a set of logical rules) so they can conserve quantities, realize that people see the world in a different way (decentering), and demonstrate improvement in inclusion tasks. Children still have difficulties with abstract thinking.  Concrete operational stage (Ages 7 to 11) Decentering- this refers to the ability of the child to perceive the different features of objects and situations. The child is more logical when dealing with concrete objects and situations.  Major Characteristics and Developmental Changes: During this stage, children begin to think logically about concrete events. Children begin to understand the concept of conservation; understanding that, although things may change in appearance, certain properties remain the same.  Major Characteristics and Developmental Changes: CONSERVATION- This is the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance. SERIATION- this refers to the ability to order or arrange things in a series based on one dimension such as weight, volume or size.  Major Characteristics and Developmental Changes: During this stage, children can mentally reverse things (e.g., picture a ball of plasticine returning to its original shape). REVERSIBILITY- the child can now follow certain operations can be done in reverse.  Major Characteristics and Developmental Changes: During this stage, children also become less egocentric and begin to think about how other people might think and feel.  Formal Operational stage: Ages 12 and up  Formal Operational Stage (Ages 12 and up) The formal operational period begins at about age 11. As adolescents enter this stage, they gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning.  Formal Operational Stage (Ages 12 and up) Adolescents can think systematically and reason about what might be as well as what is (not everyone achieves this stage). This allows them to understand politics, ethics, and science fiction, as well as to engage in scientific reasoning.  Formal Operational Stage (Ages 12 and up) Adolescents can deal with abstract ideas: e.g. they can understand division and fractions without having to actually divide things up and solve hypothetical (imaginary) problems.  Major Characteristics and Developmental Changes: Concrete operations are carried out on things whereas formal operations are carried out on ideas. Formal operational thought is entirely freed from physical and perceptual constraints.  Major Characteristics and Developmental Changes: During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).  Major Characteristics and Developmental Changes: They can follow the form of an argument without having to think in terms of specific examples.  Major Characteristics and Developmental Changes: Adolescents can deal with hypothetical problems with many possible solutions. E.g. if asked ‘What would happen if money were abolished in one hour’s time? they could speculate about many possible consequences.