Week 2 - Cognitive Language Development (2).pdf

COGNITIVE & LANGUAGE Psikologi Pendidikan DEVELOPMENT Reference: Santrock, J.W. (2018). Educational psychology (6th ed). New York, NY: McGraw-Hill. OVERVIEW OF THE TOPIC KEY TERMINOLOGI...

COGNITIVE & LANGUAGE Psikologi Pendidikan DEVELOPMENT Reference: Santrock, J.W. (2018). Educational psychology (6th ed). New York, NY: McGraw-Hill. OVERVIEW OF THE TOPIC KEY TERMINOLOGIES OVERVIEW OF LANGUAGE COGNITIVE DEVELOPMENT DEVELOPMENT DEVELOPMENT Development myelination Sensorimotor stage Neo-Piagetians phonology Nature-nurture issue Corpus callosum Preoperational stage Zone of Proximal morphology Development (ZPD) Continuity-discontinuity issue Prefrontal cortex Symbolic function substage Scaffolding syntax Early-later experience issue amygdala Intuitive thought substage Social constructivist semantics approach Splintered development lateralization centration pragmatics schemas conservation Metalinguistic awareness assimilation Concrete operational stage accommodation seriation organization transitivity equilibration Formal operational stage Hypothetical-deductive reasoning  DEVELOPMENT, ITS PROCESSES & PERIODS DEVELOPMENT is the pattern of biological, cognitive, and socioemotional processes that begins at conception and continues through the life span. Most development involves growth, although it also eventually involves decay (dying).  Nature vs. Nurture DEVELOPMENTAL Continuity vs. Discontinuity ISSUES Early vs. Later Experience   Developmentally appropriate teaching practices (not too easy nor too difficult; not too boring nor too stressful)  Splintered development – development is uneven across domains (e.g. Excel in math, but poor in writing; excel in academic, but immature emotionally). How should we teach such students?  Developmental changes we have learned will help us understand how a child will : MAKING CONNECTIONS have optimal level of learning, and how should we teach them. DEVELOPMENT & EDUCATION  COGNITIVE DEVELOPMENT The Brain Piaget’s Theory Vygotsky’s Theory  Neuroconstructivist view : THE BRAIN  Biological processes and environmental experiences influence the brain’s development.  The brain has plasticity which depends on human's experience throughout their lifetime.  Development of the brain is linked closely with cognitive development. "Development is based on brain heredity." OR "Experiences throughout development stages can change development of the brain." Source: BRAIN DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD DEVELOPMENT OF NEURONS & BRAIN REGIONS BRAIN DEVELOPMENT IN ADOLESCENCE LATERALIZATION BRAIN PLASTICITY (NEUROPLASTICITY) BRAIN & EDUCATION   Schemas  Assimilation & accommodation  Organization  Equilibration and stages of development PIAGET’S THEORY OVERVIEW   Zone of Proximal Development (ZPD)  Scaffolding  Language & Thought VYGOTSKY’S THEORY OVERVIEW Scaffolding COMPARING PIAGET & VYGOTSKY'S  LANGUAGE DEVELOPMENT WHAT IS LANGUAGE? Form of communication (spoken, written, signed) that is based on a system of symbols. 5 systems of rules: Phonology Morphology Syntax Semantics Pragmatics   Interactionist view: both biology and experience contribute in language development.  Children are biologically prepared to learn BIOLOGICAL & language as they and their caregivers interact. ENVIRONMENTAL  Language development IS NOT simply a matter of being rewarded for saying things INFLUENCES correctly and imitating a speaker. Children benefit when their parents and teachers actively engage them in conversation, ask them questions, and emphasize interactive rather than directive language. LANGUAGE DEVELOPMENT INFANCY TO EARLY CHILDHOOD LANGUAGE DEVELOPMENT Middle & Late Childhood q The use of language to Adolescence  Analyzing the function of MID & LATE CHILDHOOD talk about things words ADOLESCENCE q Rapid vocabulary development  Understanding metaphors q Mental vocabulary  The use of satire development  Complex literary words q Grammar development  Organizing ideas, q Metalinguistic general and specific awareness development points q Development of pragmatics (e.g. the use of language based on cultural context)