Educational Psychology: Developing Learners PDF

Educational Psychology: Developing Learners Tenth Edition Chapter 2 Cognitive and Linguistic Development Copyright © 2020, 2017, 2014...

Educational Psychology: Developing Learners Tenth Edition Chapter 2 Cognitive and Linguistic Development Copyright © 2020, 2017, 2014 Pearson Education, Inc. All Rights Reserved  LEARNING OBJECTIVES 2.1 Describe four principles portraying the general nature of child development and the interactive roles of heredity and environment in guiding it 2.2 Explain how the brain and its development influence children’s thinking and learning 2.3 Apply Piaget’s theory of cognitive development to classroom practice 2.4 Apply Vygotsky’s theory of cognitive development to classroom practice 2.5 Describe developmental changes in language during the school years, and explain how you might adapt instruction to children with diverse linguistic abilities and needs. THE ROLE OF THE BRAIN Learning Objective 2.2 CELLS OF THE BRAIN  The brain is made up of trillions of cells, including:  Neurons (nerve cells)  Communicate and receive information  Interconnected  Glial cells  Enhance the functioning of neurons  Serve a variety of other specialized functions NEURON STRUCTURES  KEY POINTS (1 OF 4)  Different parts of the brain work together in harmony  Areas specialize in:  essential processes (g., breathing) ram  habitual body movements (g., cycling) ram  basic perception (g., staying attentive to ram threats)  complex, conscious thinking  etc. CORTEX  Cortex is responsible for conscious thought  Prefrontal cortex manages attention, reasoning, etc.  Has two hemispheres  Left primarily dominant in language and logical thinking  Right primarily dominant in visual/spatial tasks  Always work together  Common misconception that individuals are “left” or “right” brain thinkers  Thinking is always distributed across areas of the brain  KEY POINTS (2 OF 4)  Learning and cognitive development requires changes in the brain  As we learn:  Synapses are strengthened or eliminated  Neurons and glial cells formed  KEY POINTS (3 OF 4)  Developmental changes make complex thought possible  Genetic programming facilitates synaptogenesis shortly after birth  As children age, useless synapses fade away  Process called synaptic pruning  Makes the brain more efficient  Myelination, the development of the myelin sheath, increases neuron’s efficiency in firing and receiving messages  Hormones (and onset of puberty) affect brain and its development  KEY POINTS (4 OF 4)  The brain remains adaptable throughout life  Brain has plasticity = ability to rearrange itself to adapt changing circumstances  Sensitive periods = developmental periods in which experiencing certain stimuli are crucial to cognitive development  Example: infants without normal exposure to patterns of light (g., due to congenital cataracts) may lose the ability to see normally.  No evidence that the brain has ‘sensitive periods’ in which children must encounter certain academic content to succeed  No “best” or “only” time to learn! Copyright This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.