Piaget's Theory of Cognitive Development in Childhood
Main focus is on schemas, assimilation and accommodation
Schema - mental representations that define behaviour or categorize
Assimilation - where new info is incorporated into old schemata
Accommodation - an existing schemata is changed by a new experience
Sensorimotor stage: Birth to 2 - Child begins to interact with environment
Preoperational stage: 2 to 6/7 - Child begins to interpret the world symbolically
Concrete Operational stage: 6/7 to 11 - Child learns rules such as conservation
Formal Operational stage: 11 and upwards - Child/adolescent can think abstractly and hypothetically
Piaget's theory views cognitive development as primarily due to maturation as well as experience in the world. Through this maturation Piaget identifies the following characteristics in development:
Active Learning - child motivated by curiosity and looks for own understanding
Egocentrisim - think from your own perspective (Theory of mind?!?!)
Structure - Mental assumptions and Schema
Symbolic thought - at two children can think with symbols & language
Vygotsky's Theory of Cognitive Development
The four main components of Vygotsky's theory includes:
Guided participation - a child who wants to learn will accept an seek adult guidance/need social interaction to learn
Apprenticeship to thinking - 2-6 year olds look to others for guidance in cognitive tasks
Scaffolding - building blocks put in place by a 'teacher'
(Zone of) Proximal Development - cognitive ideas and skills that a child can understand with someone's help. Influenced by social interactions and the child's skills interests and abilities
Vygotsky emphasizes that children construct knowledge, learning can lead development, that development can not be separated from a social context, language plays a central role in development and the Zone of Proximal Development
Information Processing theory
This theory compares a child's mind to a computer.
Input - Processing - Output
According to this theory children are active and selective in their learning and construct knowledge by the following:
1. select (input)
2. organize (process)
3. and create knowledge. (output)
Involves:
- Brain Maturation
- Practicing thought
- Developing New thoughts
- Learning
Theory of Mind
This theory refers to children's growing understanding of their own mental states and those of others. Children have a simplified and limited understanding of their own mental states as well as others' thinking. The idea of 'mindreading' or being able to imagine how another person feels begins at 3 or 4. Research states that earlier that children develop a theory of mind the more friends they have at school and the later a child develops theory of mind often are victims of bullies or rejected by their peers.
Helpful Links:
Theory of Mind
Theory of Mind - False Belief Test
Intro to Vygotsky
Intro to Piaget
Thursday, May 19, 2011
Wednesday, May 18, 2011
Work Period
Remember your comic strip and explanation is due tomorrow: Thursday, May 19, 2011
On Friday there will be a quiz on Cognitive Theories of Development in Childhood:
Piaget
Vygotsky
Information Processing
Theory of the Mind
Be sure to study the notes from class. You have some notes from the unit on Infancy for Piaget and Vygotsky as well as new notes that outline the four development theories. We will review the theories tomorrow in class.
Short Biographies of Eminent People
(Type a response to these questions and explain your reasoning)
1. Determine the types of intelligences manifested by each person. Explain your reasoning.
2. Do these people fit the traditional definition of intelligence? Why or why not?
3. Can you think of any other people that you consider intelligent that do not fit the traditional definition? Explain.
4. Have your ideas changed about intelligence? Explain why or why not.
To date, in May out of a total 12 classes, you have had 5 full work periods. You have also had time at the end of class to complete work. Work that you do not complete in class is expected to be completed for homework. It is essential that you use the time in class to work on the designated task.
If you know you have other commitments and have been using class time to work you need to take responsibility and talk to me prior to an assignment due date to ask for an extension.
Class discussions rely on you. If questions and content is not taken seriously a valuable discussion can not happen. Please participate in class and be respectful of other opinions and contributions.
On Friday there will be a quiz on Cognitive Theories of Development in Childhood:
Piaget
Vygotsky
Information Processing
Theory of the Mind
Be sure to study the notes from class. You have some notes from the unit on Infancy for Piaget and Vygotsky as well as new notes that outline the four development theories. We will review the theories tomorrow in class.
Short Biographies of Eminent People
(Type a response to these questions and explain your reasoning)
1. Determine the types of intelligences manifested by each person. Explain your reasoning.
2. Do these people fit the traditional definition of intelligence? Why or why not?
3. Can you think of any other people that you consider intelligent that do not fit the traditional definition? Explain.
4. Have your ideas changed about intelligence? Explain why or why not.
To date, in May out of a total 12 classes, you have had 5 full work periods. You have also had time at the end of class to complete work. Work that you do not complete in class is expected to be completed for homework. It is essential that you use the time in class to work on the designated task.
If you know you have other commitments and have been using class time to work you need to take responsibility and talk to me prior to an assignment due date to ask for an extension.
Class discussions rely on you. If questions and content is not taken seriously a valuable discussion can not happen. Please participate in class and be respectful of other opinions and contributions.
Tuesday, May 17, 2011
Howard Gardner's Theory of Multiple Intelligences
Today you were given a handout that described Howard Gardener's theory of intelligence.
Linguistic: the ability to use language to express one's thoughts and to understand other people orally or in writing.
Musical: the ability to hear music in one's head, and to hear tones, rhythms, and larger musical patterns
Logical-mathematical: the ability to manipulate numbers, quantities and operation accompanied by a love of dealing with abstraction
Spatial: the ability to represent the spatial world visually in one's mind
Bodily kinesthetic: the ability to use the whole body or parts of the body to solve a problem, create a product, or put on some kind of production.
Intrapersonal: the ability to know and understand one's self, including goals, tendencies, talents, limitations
Interpersonal: the ability to notice and make distinctions among other individuals; a strong understanding of other people
Naturalist: the ability to discriminate among living things and to see patterns; also, a sensitivity to features of the natural world
You were presented with four biographies of prominant people in the world: Michael Jordan, Mohandas Gandhi, Charles Darwin and Oprah Winfrey. These people do not posess a 'traditional' definition of intelligence. In your response you would have reasoned why that would be and discussed their type of intelligence.
You then should have taken a look at your own type of intelligence. You would have answered three questions:
a) 1. In which of Gardner’s intelligences do you believe that you excel? What evidence can you show?
2. How does this affect the way you currently approach learning and school assignments?
3. How might the theory of multiple intelligences affect your thinking about your future?
You then would have taken a Multiple Intelligences test to see how your results matches your personal perspective on what type of intelligence was most prominant for you.
Linguistic: the ability to use language to express one's thoughts and to understand other people orally or in writing.
Musical: the ability to hear music in one's head, and to hear tones, rhythms, and larger musical patterns
Logical-mathematical: the ability to manipulate numbers, quantities and operation accompanied by a love of dealing with abstraction
Spatial: the ability to represent the spatial world visually in one's mind
Bodily kinesthetic: the ability to use the whole body or parts of the body to solve a problem, create a product, or put on some kind of production.
Intrapersonal: the ability to know and understand one's self, including goals, tendencies, talents, limitations
Interpersonal: the ability to notice and make distinctions among other individuals; a strong understanding of other people
Naturalist: the ability to discriminate among living things and to see patterns; also, a sensitivity to features of the natural world
You were presented with four biographies of prominant people in the world: Michael Jordan, Mohandas Gandhi, Charles Darwin and Oprah Winfrey. These people do not posess a 'traditional' definition of intelligence. In your response you would have reasoned why that would be and discussed their type of intelligence.
You then should have taken a look at your own type of intelligence. You would have answered three questions:
a) 1. In which of Gardner’s intelligences do you believe that you excel? What evidence can you show?
2. How does this affect the way you currently approach learning and school assignments?
3. How might the theory of multiple intelligences affect your thinking about your future?
You then would have taken a Multiple Intelligences test to see how your results matches your personal perspective on what type of intelligence was most prominant for you.
Monday, May 16, 2011
Cognitive Development in Childhood
Today we considered the following topics related to cognitive development in childhood:
1. What are some changes in the brain during childhood?
2. What are some of the theories of cognitive development in childhood?
3. Piaget's Theory of Childhood Cognitive Development
4. Vygotsky's Theory of Childhood Cognitive Development
5. Information Processing Theory
6. Theory of the Mind
Four theories we will study:
Piaget - supports the view that children develop more complex thinking skills as they mature.
Vygotsky - focuses on children interacting within their social and cultural environment
Information Processing - Mind is like a computer: based on the idea that humans process the information they receive, rather than responding to stimuli.
Theory of Mind - refers to children's growing understanding of their own mental states and those of others.
We also did an activity that showed us which is our dominant hemisphere of the brain. Your assignment was to reflect on whether the research was true to your experience and to find or create a cartoon/comic strip and relate it to one of the theories of cognitive development.
Remember: Friday, May 20, 2011 - Cognitive Theories Quiz
1. What are some changes in the brain during childhood?
2. What are some of the theories of cognitive development in childhood?
3. Piaget's Theory of Childhood Cognitive Development
4. Vygotsky's Theory of Childhood Cognitive Development
5. Information Processing Theory
6. Theory of the Mind
Four theories we will study:
Piaget - supports the view that children develop more complex thinking skills as they mature.
Vygotsky - focuses on children interacting within their social and cultural environment
Information Processing - Mind is like a computer: based on the idea that humans process the information they receive, rather than responding to stimuli.
Theory of Mind - refers to children's growing understanding of their own mental states and those of others.
We also did an activity that showed us which is our dominant hemisphere of the brain. Your assignment was to reflect on whether the research was true to your experience and to find or create a cartoon/comic strip and relate it to one of the theories of cognitive development.
Remember: Friday, May 20, 2011 - Cognitive Theories Quiz
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