I fulfilled your goals in taking this class because I have learned many valuable knowledge such as theories of cognitive development, the development of measured intelligence, and the development of moral understanding. In addition, I learned about different techniques to teach with the brain in mind, and I also had better understanding in how the brain functions help me to understand better about myself and the children. Then, I am going to use my knowledge about cognitive development and how the brain’s works to support the children in their learning. Moreover, I had many opportunities to improve my writing and speaking in English while working actively on four types of learning activities such as discussions, journals, reading reflections, and written assignments.
This class added to my knowledge of working with children. For example, while reading the chapter three of the book Cognitive Development written by Lisa Oakley, I noticed language is played importance role in Vygotsky’s theory about cognitive development. In Oakley (2004) suggest that education should offer many
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His theory has a great impact on education. For example, “Piaget did not think that children simply absorb knowledge. He thought that they can learn by being actively involved in the process. Therefore, good learning requires participation. Active involvement leads to a great sense of interest and understanding. (Oakley, 2004, pp. 31). I feel this information stood out for me because this quote reminds myself about good learning requires participation because children will learn best as they play. In addition, children will read the world around them by being actively involved in the process. Therefore, as a teacher, I need to provide children enough space, time, opportunities, materials to promote children to participating actively in the learning
Cognitive development focuses on the person’s ability to intellect, perceive and process information. (35589) defined the cognitive ability as the process in which people learn, think and use language; it is the progression of their mental capacity from being irrational to rational (35589). Piaget and Vygotsky are two cognitive theorists whom were interested in the cognitive development of a person across their life span and its relation with social and environmental factors. Piaget is the most known cognitive theorist who affected the world of psychology greatly, and was a great influence to many psychologists out there; however his main intention was the innate maturity process and, unlike Vygotsky, he underestimated the role of language and social interaction and his theory wasn’t useful in the teaching field. However, both theorists believed that a person goes through a sequential process during their development. They were also both aware that one gains knowledge through experience and not through passive learning.
The last activity that we did was taking ten Q tips and made three attached squares and her assignment was to make a 4th enclosed box without adding an additional items. Once I told her to start she immediately started moving the Q tips around trying to create another box. After trying for a few minutes she then say there is no way to add another box.
My interviewee, Alphonso Johnson, is a 19-year-old, African-American, recent high school graduate, and has experienced all stages of Piaget’s Stages of Development. I asked him to detail what he could about each stage from his memory and this is what he told me. For his sensorimotor stage, he remembers fairly little since he was at such a young age and so much time as passed; although he does remember times of misconstruing object permanence, he remembered a time where his mother would play peak-a-boo with him and when she put her hands in front of her face, it was like he disappeared from existence. For the preoperational stage, he remembers this stage vividly as this was the time where he had an invisible
No single development theory satisfactorily explains behavior; however, a more comprehensive picture of child development emerges when Jean Piaget’s Theory of Cognitive Development is integrated with Abraham Maslow’s Hierarchy of Needs. Piaget’s Theory of Cognitive Development identifies four stages of development associated with age (Huitt & Hummel, 2003). Maslow’s Hierarchy of Needs “posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs” (Huitt, 2007). Comparatively, both theories argue that humans need a series of environmental and psychological support to meet our needs. Integrated, these two theories together enable teachers to understand which stage of development students are at and to create teaching
Piaget believed that human thinking is always changing, and human cognitive development is influenced by “…biological maturation, activity, social experiences, and equilibration”. Also, as humans, we tend to want organization and adaptation. According to Piaget, humans need to arrange information and personal experiences in to the mental process, and humans will adjust their thoughts into different “schemes” which is understand something one way then adding to make it correct or change the idea to fit the thought. To understand new information, Piaget believes humans “disequilibrium” which is they will add or create new schemes to assimilate or accommodate new or existing ideas or schemas to fit new or old information. This information goes
The father of the cognitive epistemology is Jean Piaget. This men born in Switzerland in 1896 and die on 1980. His parents were Arthur Piaget, who was Swiss and Rebecca Jackson who was French. Piaget develop an education theory in which one he suggest the children past by 4 different stages on their mental development and explains the way to understand and acquire the knowledge.
One exciting thing about being a teacher is how you get to decide what you want to bring into your classroom. You also have many roles as a teacher, and I am looking forward to having all of these roles. Piaget and Vygotsky are both very famous psychologist who studied cognitive development. They have different views and opinions on what educators should do. There are certain roles I believe teachers should play, and I plan to compare Piaget and Vygotsky’s theories to come up with five roles I believe are important.
Margaret Donaldson’s Children’s contains the basic and classic idea of the importance of literature of child development. This reading is like a 101 book for guiding parents who are contributing and dedicating their efforts to child’s education. This author offers methodology of teaching skills to improve their children. She understands the big gaps between experiences and school works that young child will face attending school, and Donaldson tries to put differences together to help children out. Margaret Donaldson, a developmental psychologist illustrates that misleading is the most basic structure and framework of the intellectual.
Cognitive Development and Language Skills Development “Cognitive development underpins all the other aspects of development as children start to explore and make sense of the world around them. It is closely linked to the development of language and communication skills as children interact with the people around them.” There are many theories written on the subjects of cognitive development and language and communication. These theories vary in several ways, but they all seem to make the link between the too subjects. Childcare settings put these theories into practise in a lot of ways, sometimes without even realising it, just through conversation.
Children tend to learn more when they know why what they are learning is important and if that material is presented in an interesting way. Take for example a preschool teacher who needs to teach her class about the different shapes. Instead of just showing her students a poster with the different shapes on it, she has her students get out of their seats and begin exploring the classroom for differently shaped objects. Once they have found some objects, have them share with the class what the object is and what shape it is. This exercise will not only help the other students learn the shape of the object, but it will also help the student who is sharing. Piaget believed that children’s cognitive growth is fostered when they are physically able to experience certain situations. By having students share with the class what shapes their objects are, they are fostering their public speaking
describe how you would tailor a coaching session to suit the needs of a child who is 6 years
By using Vygotsky’s theory, educators are able to realize what a child is able to do with assistance and they can help a child develop the skills on their own. They are engaged in the discovery process, but they are receiving guidance from a more knowledgeable source.
McInerney (2014) explores Vygotsky’s theory of cognitive development, explaining that language is used as a communication instrument and a way to organize our own thoughts. Vygotsky believed that children develop a tool called self-talk or private speech as a way for them to make sense of their own actions and thoughts. This then develops to then internalizing their thoughts and further to public speech, Vygotsky’s belief was that children develop cognitively with exposure to their surroundings and social situations. Learning how to process, project and receive language at a young age is important in the development of higher mental processes including; planning and evaluating, memory and reason, which are important in the functioning in society as adults. According to Piaget’s theory of cognitive development, language is the basis for learning the skill of internalizing problems instead of using objects and increasing their mental capacity (McInerney, 2014). At young ages not being able to develop and maintain language skills, for example having Specific Language Impairment, which restricts the ability to retain language skills to memory. This is problematic as it can impact children academically and psychosocially, and can extend to mathematical concepts, attention capacity and motor skills. If a child has issues absorbing these concepts it can lead to other problems in cognitive applications including problem solving, working memory and logical thinking (Reichenbach, Bastian, Rohrbach, Gross, & Sarrar, 2016). Piaget’s theory states that between the ages of 2-7 children are in the preoperational stage of development which means they have a sense of eccentricity, when talking to a child we can hear the use of instrumental and personal language functions. As
Vygotsky L.S. (1978), Tool and Symbol in child development(p.19-31),Problems of method(p.58-79),Interaction between learning and development(p.79-92).In Mind in society :the developmental of higher psychological processes. Harvard university Press , Cambridge, Massachusetts, London
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.