ELM200Cognitive Development Table PDF

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Cognitive development table...

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Cognitive Development Table Definition

Example that Could be Observed in an Elementary Classroom

Sensorimotor stage

Starts from birth to 2 years old. The stage where things are based on behaviors and perception. (Ormrod & Jones, 2018, p.218).

Child is not placing the right block in the hole it is cut out for.

Matching shape blocks with the right holes.

Preoperational stage

Starts from age 2-6. Children have symbolic thinking and an increase in language skills but cannot reason yet with logic (Ormrod & Jones, 2018, p.218).

Child can pretend play with objects.

Playing dress up.

Concrete operations stage

Starts from age 7-11 “Adultlike logic appears but is limited to reasoning about concrete, real-life situations.” (Ormrod &

Classifying objects into categories.

Allowing the child to determine if a group has more or less as the teacher adds or take away blocks.

Piaget

Cognitive Development Concept

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Developmentally Appropriate Learning Activity

Jones, 2018, p.218). Formal operations stage

Starts at around age 11 or 12. “Logical reasoning processes are applied to abstract ideas as well as to concrete objects and situations. Many capabilities essential for advanced reasoning in science and mathematics appear.” (Ormrod & Jones, 2018, p.218)

Having child draw conclusions from different ideas.

Using hypothesis and comparing outcomes.

Assimilation

“Entails responding to and possibly interpreting an object or event in a way that’s consistent with an existing scheme.” (Ormrod & Jones, 2018, p.212).

When music is played children finish up the task they are working on.

Teach children to respond to stimuli in a calm fashion, for example, the fire drill.

Accommodation

When “children can’t sometimes easily relate to a new object or event using their existing schemes so they either modify the existing scheme or form a new one” (Ormrod & Jones,

A child will call a cat and a puppy the same thing because it has four legs and fur.

Talk with children about the difference between cats and dogs.

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Vygotsky

2018, p. 212).

Equilibration

“Moving from equilibrium to disequilibrium and back to equilibrium again” (Ormrod & Jones, 2018, p. 215).

The child can accurately identify differences between cats and dogs.

Discuss other animals that are similar to cats and dogs.

Role of diversity

Understanding that each person is unique in their own way and each child develops differently. The collaboration of students during problem solving.

Having toys that are appropriate for the age of the child and different ethnic toys.

Making sure the class in interested during teaching time.

Children working together to solve problems.

Activities that involve more social interactions with peers with problem solving techniques. Introducing children to foods with different tastes so they can experience various taste sensations.

Social construction of meaning

Mediated learning

“Social interaction in which an adult helps a child interpret a phenomenon or event in particular (usually culturally appropriate) ways.” (Ormrod & Jones, 2018).

Allowing children to taste test food they are cooking.

Internalization

“A learner gradually incorporates socially based activities into their internal cognitive processes”

When children begin to walk.

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Teaching a child how to form words for speech which helps with their cognition.

(Ormrod & Jones, 2018). Inner speech

Scaffolding

Zone of proximal development (ZPD)

Role of diversity

When a child speaks to himself mentally, rather than speaking out loud (Ormrod & Jones, 2018). A support system that helps a child perform a challenging task. (Ormrod & Jones, 2018, p. 117). Tasks that children may not be able to perform independently but can perform it with the help of other’s (Ormrod & Jones, 2018, p. 216).

Children develop differently based on cultural situations.

When children are working alone and mumbling things to themselves.

Teacher makes a list for child to do tasks in a sequential order.

Teacher assists child to get information from them.

Presenting a lesson to a child segment by segment until the main part of the lesson is has been presented and mastered. Pairing stronger children with other children so they can help guide the other children in the learning process. Teamwork helps students learn new strategies to accomplish the work. Lesson should be planned in such a way that it is able to reach every child on every level of development.

When child ask questions about the lesson being presented.

Observing how multicultural students are developing in the classroom.

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Reflection In the table there are different theories pertaining to cognitive development in children. Lev Vygotsky and Jean Piaget shows how there are differences in ideas and how these ideas can vary from child to child. Piaget’s view of cognition development is based on different stages of development starting from birth and carrying on into adulthood. Vygotsky’s view is not as strict as Piaget’s when it comes to child development. This essay will describe how theories relate to elementary student’s development and their readiness for learning, along with explaining why it is important for educators to consider cognitive development concepts when planning instruction and how developmentally appropriate learning activities support memory, learning and knowledge acquisition in elementary students. Vygotsky and Piaget held different views as it related to cognitive development. Piaget’s view was geared more toward constructivism, which states that children try to make sense of the world around them (Ormrod & Jones, 2018). Vygotsky believed that “ultimately a child teaches himself,” (Esteban-Guitart, 2018). This is called Zone of Proximal Development. Planning for a child is very important in the elementary setting. Relying on the concepts in the table is very important for that planning process. It is up to the teacher to plan things based on theories she believes will work for her students. It is important to know where students are academically before creating lesson plans for children. Scaffolding is important for a child so that they get the guidance they need from teachers to get them to the level they need to be on. Vygotsky and Piaget’s theories provide very good substance for young children and it can help teacher’s plan a lesson plan that will help students succeed.

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Having developmentally appropriate material for children is very important in helping a child improve academically. The age of the child is key when planning for young children. Children should be exposed to activities that develop their cognition, motor skills, and memory skills. Puzzles, organizing, cooking activities, and scientific experiments are a few things teachers can expose to their students. When planning for children make sure that the activities meet the needs of the young children and adjust when needed.

References Esteban-Guitart, M. (2018). The biosocial foundation of the early Vygotsky: Educational psychology before the zone of proximal development. History of Psychology, 21(4), 384–401. https://doi-org.lopes.idm.oclc.org/10.1037/hop0000092 Ormrod, J. E., & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching. (5th ed.). Upper Saddle River, NJ: Pearso

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