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1
C H A P T E R 2
Cognitive and Language Development
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Learning Goals
1. Define development and explain the main processes, periods, and issues in development as well as links between development and education.
2. Discuss the development of the brain and compare the cognitive developmental theories of Jean Piaget and Lev Vygotsky.
3. Identify the key features of language, biological and environmental influences on language, and the typical growth of a child’s language.
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Cognitive and Language Development
An Overview ofChild
Development
Processes and Periods
Development and Education
Developmental Issues
Exploring What Development Is
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An Overview of Child Development
Development: The pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span.
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Developmental Processes
Biological processes and genetic inheritance Development of the brain Gains in height and weight Changes in motor skills Puberty’s hormonal changes
Cognitive processes Changes in the child’s thinking Intelligence Language acquisition
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Socioemotional processes Changes in the child’s relationships
with other people Changes in personality
Developmental Processes
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Developmental Issues
Nature-Nurture Issue
Continuity-Discontinuity Issue
Early-Later Experience Issue
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Development and Education
Developmentally appropriate teaching practices
Splintered development
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Cognitive and Language Development
Cognitive Development
Piaget’s Theory
The Brain Vygotsky’s Theory
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Synaptic Density in the Human Brain
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Myelination
Myelination increases the speed at which information travels through the nervous system.
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Brain Lateralization
…the specialization of functions in each hemisphere of the brain.
Verbal Processing
In most individuals, speech and grammar
are localized in the left hemisphere.
Nonverbal Processing
Spatial perception,visual recognition,
and emotion are localized
in the right hemisphere.
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Brain and Children’s Education
Role of early and later experiences Dramatic changes in synaptic connections Prefrontal cortex development into
adolescence Cognitive control challenges in adolescence Brain functioning along specific pathways
and integrated
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Piaget’s Cognitive Processes
Schemas
Assimilation
Accommodation
Organization
Equilibration
Actions or mental representations that organize knowledge
Incorporating new information into existing schemas
Adjusting existing schemas to fit new information and experiences
Grouping isolated behaviors and thoughts into a higher-order system
A shift, a resolution of conflict to reach a balance
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Cognition unfolds in a sequence of four stages.
Each stage is age-related and distinctive.
Each stage is discontinuous from and more advanced than the previous.
Piaget’s Four Stages
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Piaget’s Four Stages
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Coordination of sensory experiences with motor actions.
Object permanence involves the realization that objects continue to exist over time.
Piaget’s Sensorimotor Stage
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Piaget’s Preoperational Stage Symbolic Function Substage
Symbolic Thought: Ability to represent mentally an object that is not present.
Limitations: Egocentrism: The inability to distinguish between
one’s own perspective and someone else’s perspective.
Animism: The belief that inanimate objects have “lifelike” qualities and are capable of action.
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The Three Mountain Tasks
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Piaget’s Preoperational StageIntuitive Thought Substage
Intuitive Thought rather than logical thinking
Centration: Focuses on one characteristic to the exclusion of others.
Lack of Conservation
Classification: Ability to classify objects according to only one characteristic at a time.
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Conservation of Liquid
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Piaget’s Concrete Operational Stage
Conservation The idea that some characteristics of an object stay the same even though the object might change in appearance.
Classification Coordinate several characteristics rather than focus on a single property of an object.
Seriation Order stimuli along some quantitative dimension.
Transitivity Combine relations to understand certain conclusions.If A>B, and B>C, then A>C.
Logical reasoning replaces intuitive reasoning, but only in concrete situations.
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Hierarchical Classification
When shown afamily tree of fourgenerations, the
concrete operationalchild can classify
the members vertically,
horizontally,and obliquely.
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Piaget’s Formal Operational Stage
Abstract reasoning: Think in abstract, idealistic, and logical ways.
Hypothetical-deductive reasoning: Ability to develop hypotheses about ways to solve problems and systematically reach a conclusion.
Adolescent egocentrism: Heightened self-consciousness and a sense of personal uniqueness.
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Piaget’s TheoryTeaching Strategies
Preoperational Thinkers
Concrete Operations
FormalOperations
Manipulate groups of objects Reduce egocentrism Draw conclusions and explain why Encourage children to discover concepts and principles Assign operational tasks
Propose problems and encourage hypothesis formation Suggest alternative approaches to problems Develop projects and investigations
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Enter the DebateShould teachers allow preschool,
kindergarten, and first-grade students to play for the bulk of their day?
YES NO
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Jennifer, James, and several of their classmates are playing hide-and-go-seek during indoor recess one rainy day. Jennifer carefully conceals her entire body behind Mrs. Johnson’s long smock. In contrast, James hides only his upper body behind a jacket hanging on a hook. He giggles, sure that his classmates will never see him.
Piaget’s Cognitive ConstructivismTheory into Practice
Q: Based on the information given above, at which of Piaget’s stages of cognitive development is James most likely operating? Explain.
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Mr. Jackson has a sand table in his kindergarten classroom. He provides his students with many containers of different sizes and shapes to play with in the sand. He watches as his students carefully pour sand from one container to another. One little girl, Michelle, seems amazed when she pours sand back and forth between two containers. The sand always fills up one container and only half-fills the other, yet the containers are the same height.
Q: Based on the information given above, what skill is Michelle most likely developing? Explain.
Piaget’s Cognitive ConstructivismTheory into Practice
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Mr. Welby teaches high school English. He always asks his students to find the symbolism in the great works of literature he assigns. Some students do this with relative ease. For others it is a real struggle. Many are only able to parrot back what he has told them in class.
Q.1: At which of Piaget’s stages are those who understand the symbolism in literature likely operating?
Q.2: At which of Piaget’s stages are those who cannot
understand the symbolism in literature likely operating?
Piaget’s Cognitive ConstructivismTheory into Practice
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Marsha refuses to go to school one morning because she is having a “bad hair day” and is certain that everyone will stare at her all day. Her mother assures her that she looks just fine. However, Marsha races back to the bathroom to attempt to fix her “awful hair.”
Q: What would Elkind say is happening here?
Piaget’s Cognitive ConstructivismTheory into Practice
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Criticisms of Piaget’s Theory
Estimates of children’s competence Stages Training children to reason at a higher
level Culture and education
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Crack the CaseThe Case of the Book Report
1. Drawing on Piaget’s theory, explain why Cindy understood the book.
2. Based on Piaget’s theory, explain why Lucy did not understand the book.
3. What could Mr. Johnson do to help Lucy understand?
cont’d
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4. How could Mr. Johnson have presented this assignment differently so that Lucy did not need to rush through a book?
5. At which of Piaget’s stages of cognitive development is Cindy operating?
6. At which of Piaget’s stages of cognitive development is Lucy operating?
Crack the CaseThe Case of the Book Report
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Zone of Proximal DevelopmentScaffolding: Teacher adjusts the
level of support as performance rises.
Language and Thought:Develop independently of each
other, then merge.Have external or social originsSelf-talk
Vygotsky’s Theory
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Vygotsky’s Zone of Proximal Development (ZPD)
ZP
D
Tasks too difficult for child to master even with assistance
Tasks child can master alone
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Peter is having difficulty with his math assignment. His teacher, Ms. Jacobs helps him work through the first problem step-by-step. Peter begins to understand the concepts and begins the other problems. Suzanne also struggles with the assignment. However, even when Ms. Jacobs works through the first problem with her, she still cannot grasp how to do the remaining problems. Meanwhile, Clarice has breezed through the assignment with no difficulty at all.
Vygotsky’s Social Constructivism Theory into Practice
Q.1: What would Vygotsky say about the assignment for Peter?
Q.2: What would Vygotsky say about the
assignment for Suzanne?
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Peter is having difficulty with his math assignment. His teacher, Ms. Jacobs helps him work through the first problem step-by-step. Peter begins to understand the concepts and begins the other problems. Suzanne also struggles with the assignment. However, even when Ms. Jacobs works through the first problem with her, she still cannot grasp how to do the remaining problems. Meanwhile, Clarice has breezed through the assignment with no difficulty at all.
Q.3: What would Vygotsky say about the assignment for Clarice?
Q.4: What would Vygotsky call the assistance Ms. Jacobs gives Peter and Suzanne? Explain.
Vygotsky’s Social Constructivism Theory into Practice
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Reflection & Observation
Reflection: Identify an experience in which a more competent person helped you learn something you were unable to do alone. How did this person scaffold your learning?
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Cognitive and Language Development
Language Development
How Language Develops
What IsLanguage?
Biological andEnvironmental
Influences
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Language is …
Phonology Sound system of a language
Morphology Units of meaning involved in word formation
Syntax Rules for combining words into phrases/sentences
Semantics Meaning of words and sentences
Pragmatics Appropriate use of language in different contexts
…a form of communication, spoken, written, or signed, that is based on a system of symbols.
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Children are neither exclusively biological linguists
nor social architects of language.
Biological and Environmental Influences
Interactionists emphasize the contribution of both.
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How Language DevelopsInfancy
Babbling One two words
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How Language DevelopsEarly Childhood
Phonology Sensitive to sounds, rhymes
Morphology Overgeneralize rules
Syntax Complex rules for ordering words
Semantics6-year-old: 8,000 to 14,000-word vocabulary
PragmaticsTalk in different ways to different people
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How Language DevelopsMiddle & Late Childhood
PhonologyAlphabetic principle: letter-sound correspondence
Morphology Appropriate application of rules
SyntaxComplex grammar; metalinguistic awareness
Semantics12-year-old: 50,000-word vocabulary
PragmaticsCulturally appropriate language use
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How Language DevelopsAdolescence
Increased sophistication in use of words
Greater understanding of metaphors, satire, and complex literary works
Better writers Dialect includes jargon and
slang
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Supporting Vocabulary Development Through Technology
Computers Relate the new to the known Promote active, in-depth
processing Encourage reading
Audio Books
Educational Television