Chapter 2: Linguistic and Cognitive Development

1 Piaget's Theory Concept

1.1 Children

1.1.1 Motivated and Active Learners

1.1.2 Learn through experience

1.1.2.1 Accommodation

1.1.2.1.1 Old Script does not fit new Information

1.1.2.1.1.1 Must adjust old script to fit new information

1.1.2.2 Assimilation

1.1.2.2.1 New Object

1.1.2.2.1.1 Use of old Script to deal with new information

1.1.2.3 Equilibration

1.1.2.3.1 Move from Equilibrium to Disequilibrium and Back

1.1.2.3.1.1 Promotes and Develops complex thought

1.1.3 Development comes in Stages

1.2 Piaget's Stages of Cognitive Development

1.2.1 Ages in terms of Cognitive Development

1.2.2 Sensorimotor Stage (birth - 2 years old)

1.2.2.1 Characteristics

1.2.2.1.1 Reflex Development

1.2.2.1.2 Object Permanence

1.2.2.1.3 Thought in terms of Symbols

1.2.3 Preoperational Stage (2 - 7 years old)

1.2.3.1 Charateristics

1.2.3.1.1 Rapid Language Development

1.2.3.1.2 Egocentrism

1.2.3.1.3 Do not understand Cause and Effect

1.2.4 Concrete Operations (7- 12 years old)

1.2.4.1 Characteristics

1.2.4.1.1 Deductive Reasoning

1.2.4.1.2 Conservation of liquid, substance and area

1.2.4.1.3 Increased understanding of classification and mathematics

1.2.4.1.4 Trouble understanding non concrete examples of deductive logic

1.2.5 Formal Operations (12 and beyond)

1.2.5.1 Characteristics

1.2.5.1.1 Logical Reasoning

1.2.5.1.1.1 Abstract

1.2.5.1.1.2 Concrete

1.2.5.1.2 limited by egocentrism

2 Piaget's Theory Currently

2.1 Current View

2.1.1 May have underestimated children

2.1.2 May have overestimated adolescents

2.1.3 Overemphasized interaction with the physical

2.1.4 Social May be more important

2.2 Application

2.2.1 Hands on experience with physical objects

2.2.2 Ask for explanation and challenge illogical answers

2.2.3 Make sure the students grasp the topic before moving on

2.2.4 Relate Hypothetical Thought to Concrete Objects

3 Vygotsky's Theory

3.1 The Informal Conversation and Formal Schooling teach culture

3.1.1 Culture: how to interpret and respond to the world

3.2 Thought and Language become interdependent

3.2.1 Complex thought is formed when social activities begin

3.3 Children

3.3.1 Can Perform challenging tasks when assisted

3.3.1.1 Zone of Proximal Development

3.3.1.1.1 Range of Task a child can perform when assisted

3.3.1.1.1.1 Assisted by a teacher

3.3.1.1.1.2 Assisted by a more competent teacher

3.3.2 Stretch Cognitive abilities during play time

3.4 Curent View

3.4.1 It is Widely thought culture does affect cognitive development

3.4.2 Research is still being done on Language in cognitive development

3.5 Application

3.5.1 Encourage self motivation through difficult tasks

3.5.2 Present task students can only do when assisted

3.5.3 Provide scaffolding to help build skill for difficult tasks

3.5.4 Group work on difficult tasks

4 Linguistic Development

4.1 Human predisposition to learn a language

Chapter 2: Linguistic and Cognitive Development

Educational Psych Mind Map on Chapter 2: Linguistic and Cognitive Development, created by sebastien_haimet on 10/07/2013.

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