EDN 203 Human Development Theory Chapter 2 Cognitive & Linguistic Development.

EDN 203Human Development Theory

Chapter 2

Cognitive & Linguistic Development

Development: Changes occurring throughout the lifespan that are orderly and adaptive

Can be physical, cognitive, or social in nature

An important aspect of development is maturation, the genetically programmed aspects of development.

What Is Development?

Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

Basic Principles of Human Development

Development proceeds in a somewhat orderly and predictable pattern. Developmental milestones

Different children develop at different rates. Development occurs via both spurts and

plateaus. Development is continually affected by both

nature and nurture. Temperaments and sensitive periods




Role of the Brain in Cognitive Development

Learning involves changes in neurons and synapses. Developmental changes in the brain enable

increasingly complex and efficient thought. The brain remains adaptable throughout life.




Piaget’s Theory of Cognitive Development

Piaget was a Swiss psychologist with a background in biology.

He noticed age-related similarities in how children attempted to solve certain tasks. He saw that within specific age ranges there

were specific types of deficits and specific types of strengths in problem-solving skills.




Basic Assumptions of Piaget’s Theory Children are active and motivated learners. Children construct knowledge from their

experiences. Children learn through assimilation and

accommodation. Interaction with one’s physical and social

environments is essential for cognitive development.

The process of equilibration promotes progression toward increasingly complex thought.

Cognitive development is stage-like in nature.




Assimilation and Accommodation

Assimilation entails dealing with a new object or event in a way that is consistent with a currently existing scheme.

Accommodation occurs when new information doesn’t fit into existing schemes; the schemes must be adjusted or accommodated.




Equilibration

Equilibration is the movement from equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understanding. Students move back and forth between a state

of balance and imbalance. It is the desire for balance that forces students

to construct new schemes or accommodate existing schemes.




Piaget’s Stages of Cognitive Development

Piaget proposed that children move through four stages.

Periods of time are consistent in age and developmental sequence. Age ranges are

averages. Some children are in

transition from one stage to the next.




Characterized by infants using senses and motor skills to explore world Begins with reflexes and ends with a complex

combination of sensory and motor skill combinations

Major cognitive developmental milestones include object permanence and an understanding of cause-effect relationships

Symbolic thought, the ability to represent and think about external objects and events, emerges toward the end of second year.

Sensorimotor Stage (Birth – 2 Years)




Characterized by the rapid development of language which allows for more social interaction

Limitations of preoperational thought include: Egocentrism: Inability to view situations from

another’s perspective Lack of conservation: Inability to realize that if

nothing is added or taken away, the amount stays the same regardless of alterations in shape or appearance

Transductive reasoning (lack of logic): Inference of a cause-effect relationship simply because two events occur close together in time and space

Preoperational Stage (2 Years – 6 or 7 Years)




Children begin to think more logically and demonstrate deductive reasoning.

Conservation of liquid is evident by 7; conservation of substance is evident by 8; conservation of area is mastered by 9 or 10.

Children are able to learn classification, seriation, and are able to reverse operations which allows for the teaching of mathematics.

However, children cannot apply newfound logic to non-concrete items (abstract concepts).

Concrete Operations (6 or 7 Years – 11 or 12 Years)




Formal Operations (11 or 12 and Beyond)

Children are now able to reason logically about abstract and hypothetical ideas. Can formulate and test multiple hypothesis

Limitations include excessive idealism. May reflect formal operational egocentrism,

the inability to separate one’s own logical abstractions from the perspectives of others and from practical considerations




Current Perspectives on Piaget’s Theory

Sequence of the stages is supported, but the ages coinciding with each stage is debated.

Piaget may have underestimated young children’s cognitive capabilities, but overestimated those of adolescents.

Piaget may have overemphasized the importance of interaction with the physical environment.

Social interaction may be more influential than realized.




Applying Piaget’s Theory

Provide hands-on experience with physical objects, particularly at the elementary level

When students show signs of egocentric thought, express confusion or explain that others think differently

Ask students to explain their reasoning and challenge illogical explanations

Be sure that students have adequate knowledge and skills before moving on to more complex topics and activities

Relate abstract and hypothetical ideas to concrete objects and/or observable events




Vygotsky’s Theory of Cognitive Development

Vygotsky’s ideas are evident in our current views of child development, learning, and instructional practice.

His theory is sometimes referred to as the sociocultural perspective because of its emphasis on the impact of society and culture on cognitive development.




Vygotsky’s Basic Assumptions

Through both informal conversations and formal schooling, adults convey to children ways in which their culture interprets and responds to the world.

Thought and language become increasingly interdependent in the first few years of life.

Complex mental processes begin as social activities and then progress to internalized processes. Cognitive tools




Vygotsky’s Basic Assumptions

Children can perform more challenging tasks when assisted. Actual developmental level vs. level of

potential development Challenging tasks promote maximum

cognitive growth. Zone of proximal development

Play allows children to stretch themselves cognitively.




The Zone of Proximal Development

The range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently

Students working on challenging tasks in collaboration with a more competent partner




Current Perspectives on Vygotsky’s Theory

Educators embrace Vygotsky’s ideas on the role of culture in cognitive development.

Research supports Vygotsky’s beliefs about the importance of language in cognitive development.

Vygotsky’s theory introduces the well-supported concepts of mediated learning, scaffolding, and cognitive tools.




Applying Vygotsky’s Theory

Encourage students to talk themselves through difficult tasks

Provide cognitive tools that students can use to make difficult tasks easier

Present some tasks that students can perform successfully only with assistance

Provide sufficient scaffolding to enable students to attempt to perform challenging tasks

Have students work in small groups on complex tasks Provide opportunities to engage in adult-like activities Give young children time to practice adult roles and

behaviors through playJeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition



Linguistic Development

Humans are born with a predisposition to learn language

Developmental pattern of language development Most first words occur around the 1st birthday. Sentences are usually evident by age 2 and

become more complex during the preschool years.

By age 5 or 6 most children’s language skills are almost completely adult-like




Development of Vocabulary

Children learn semantics, the meanings of words and word combinations, through direct vocabulary instruction at school and by inferring meaning from the contexts in which they hear the words.

Common errors include undergeneralization and overgeneralization.

Teachers can promote semantic development by having students define new vocabulary in their own words.




Development of Syntax

Syntax is the set of rules that one uses to put words together into sentences (often unconsciously).

Syntax becomes more complex during the later elementary years.




Development of Listening Comprehension

During later elementary school, children learn that good listening requires understanding.

Listening comprehension is influenced by context.




Development of Oral Communication Skills

Pragmatics is knowledge about culture-specific social conventions guiding verbal interactions.

Both correct pronunciation and pragmatics are necessary oral communication skills.

Pragmatics may not be mastered until high school or beyond.




Development of Metalinguistic Awareness

Metalinguistic awareness is the extent to which one can think about the nature of language. It involves understanding the literal and

nonliteral meanings of words. It emerges slowly over time. High school work enhances metalinguistic

awareness via the study of literature and second languages.




Learning a Second Language

Early exposure to a second language may be important for mastering pronunciation and complex grammatical constructions.

Bilingualism is correlated with increased cognitive abilities. It results in superior problem-solving skills,

creativity, and cognitive flexibility. Metalinguistic awareness may happen at

an earlier age, and, therefore, bilingual students’ syntax may be superior as well.




Bilingual Education vs. Immersion

Bilingual education Students are instructed in academic subjects in

their native language while simultaneously being taught to speak and write in the second language.

Immersion Students hear and speak the second language

almost exclusively in the classroom. Which one is “better?”

There is no clear and easy answer. Some students benefit from bilingual education,

while others from immersion. It may have to do with the available opportunities to

speak the second language.Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition



Considering Diversity in Cognitive and Linguistic Development

The rate of cognitive and linguistic development can vary from child to child.

Cognitive development may differ somewhat depending on the culture.

Students will vary in the size of their vocabulary and knowledge of complex syntactical structures.

Some students will be advanced cognitively while others will not yet have acquired the skills common to their age group.




Addressing the Unique Needs of English Language Learners

Bilingual education programs are more effective than immersion programs.

Transition to instruction only in English should be gradual.

Adequate mastery of English can take five to seven years.



The Big Picture

Children tend to think in qualitatively different ways at different ages.

Children actively construct their knowledge. Development builds upon prior acquisitions. Challenging situations and tasks promote

development. Social interaction is critical for development.




EDN 203 Human Development Theory Chapter 2 Cognitive & Linguistic Development.

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Transcript of EDN 203 Human Development Theory Chapter 2 Cognitive & Linguistic Development.