Cognitive Development Table Template PDF

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Cognitive Development Table Template...

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Cognitive Development Table

Student Name College of Education, Grand Canyon University ELM-200: Child and Early Adolescent Development and Psychology Christina Eliserio September 20, 2020

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Piaget

Cognitive Development Table Cognitive Development Concept Sensorimotor stage

Preoperational stage

Concrete operations stage

Definition On sensorimotor stage children are hard able to think about things not in front them, kids are more like to know things by applying their sensory system. Rapidly developed ability of language and symbolic thinking, on this stage children can think about/understand things beyond their immediate experience by their own sense/intuition. Able to do simple and basic reasoning but limited to real-time situation.

Formal operations stage

On this stage children develop ability of thinking abstract idea, testing hypothesis logically. Able to reason proportional issue, separate and control of variables.

Assimilation

The process of handling objects or events consistent with existing solutions.

Provide Example of the Concept Applied Babies under 2 years old like to t put toys or things they can reach into their mouth.

One Strategy to Support the Concept Teach things in a way that actively use students’ five sense, such as “Hands on” learning style.

Kids in this stage start to talk and gain numerous of vocabulary without understanding of meaning, thus, it is easy to see them use words in wrong way. Pour same amount water into different shape of containers, kids can tell they are in same volume by watching the whole process. In order to test and verify the idea of: “Plants grow better with music” students design a set of controlled trial.

Use a reward and punishment mechanism to encourage student when they do things right and good, and decrease bad and wrong behavior. Provide opportunity that student can test and verify their idea / hypothesis.

In math class students learn to count numbers by imitating teacher’s pattern.

Provides correct solution and stop it when student using wrong solution.

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Provide chance for students propose a hypothesis of one topic, then ask student to verify by themselves.

Vygotsky

Accommodation

Process of dealing new things / event by changing/renewing present scheme or create a new one.

Equilibration

A condition that learners are comfortably address new things with existing knowledge / experience that learn from the world previously.

Role of diversity

Diversity shown in social interaction provide different perspectives and aspect to too the world, critical for cognitive development.

Social construction of meaning Mediated learning

Internalization

Process that learner connecting new knowledge with prior knowledge.

Process that Children gradually assimilate social activities into their internal cognitive process. A behavior that talk to and guide oneself mentally.

Inner speech

Student need to change or learn new method when they transfer from addition to multiplication. When introducing new topics and knowledge, students can confidently provide insight and solve problem with previous learned knowledge students discuss with their own opinion on events or topics, student might debate for their own side or accept that as new knowledge.

Share general knowledge to help student understand new object and changes Provide new topic to challenge their present knowledge Reverse.

Provides opportunity to discuss or debates in class.

When introducing a new term or topic, teacher will attach object, event and human experience of it.

Student talk to Provide time student themselves while doing can think a thinking process. independently.

Scaffolding

A support mechanism that when students are learning a new concept or skill, provides adequate support to achieve academic success.

Teacher offer tutoring after school.

Use visual aids like charts and illustrations, use well-organized materials with step by step explanations.

Zone of Proximal

Scope of task that children

Students can not

Help students stuck

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Development (ZPD)

can not complete independently but under guidance and assistance.

Role of diversity

Diversity penetrate our daily life, social interaction under diverse environment provide a huge foundation of cognitive development and seeds of critical thinking.

categorize different shape by themselves but can complete it with teacher/classmate assistance. 1)Students from different background talk to each other and exchange idea. 2)Students imitate classmate or teacher’s behavior.

on their work, pair students in different level into study group.

Reflection Student Development and Readiness for Learning Piaget’s theory focuses on how children develop cognitive system with the brain development in different age, Piaget defined development process into different stage by age (textbook. P 214), which includes all age levels of elementary students. Educators learn student’s academic basis from it then create suitable curriculum and lesson plan. Compare to Piaget’s vertical development, Vygotsky focuses on horizontal development, in his theory, children’s cognitive development influence by social and cultural environment. (textbook. P 206). Vygotsky offer a mechanism that support educators how to and what to do to develop children’s cognitive system, from scaffolding we know that teachers are not only teach material in class, but also care about student’s study motivation, communicate with students to know their needs. Different to high school and college, elementary teacher seems more authoritative, because elementary students still conducting development of basic cognitive system and huge difference of knowledge reverse destine elementary student can never communicate with teacher equally (on same stage). At the age of middle high or high school, teenager’s mind become mature and stable, being able to process complex situation independently (adult thinking), the gap between teacher and students are narrowed. Thus, teenagers are more able to communicate equally with the authoritative people. © 2015. Grand Canyon University. All Rights Reserved.

Planning for Instruction It is important that educators consider cognitive development, it can become reference when educator needs to know about students’ academic foundation and what skills student should (be able to) acquire in different stage/grade, prepare lesson planning with knowledge of student’s academic basis help student learn more effective, meanwhile, according the theory, teacher may notice students that learn very slow, it might cause by missing some skill training from last stage or delay of brain development. Learning Activities Learning activity support student to interact knowledge they learned in class, occurs further thinking and interpretation. Repeated learning activities force students recall previous knowledge over and over, which strengthen their memory / impression of it. Learning activity can be social interactive such as group discussion, brainstorm, students exchange ideas can help themselves learn more from other aspect.

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References Ormrod, J. E., & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). Pearson. Examples of Learning Activities. (2018, October 01). Retrieved September 22, 2020, from https://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planninglearning-activities/examples-of-learning-activities

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