child development group 6

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COGNITIVE

DEVELOPMENTOF ADOLESCENCE

Group 6

Presented By :

Citra Amalia &

Myahri Chariyeva


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INTRODUCTION

Adolescence is the life stagethat bridges childhood andadulthood. In general, itrepresents the second decadeof life.

A far more accurate vission ofadolescence is a time ofevaluation,of decision makingof commitment, of carving out

the place in the world.

In this chapter we will discuss about Cognitif Development ofAdolescence, especially about Piagets theory and adolescences

(formal operations stage) and Vygotskys sociocultural perspective


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Cognitive Development

What is cognitive

development? Cognitive development refers tothe development of the ability tothink and reason.

Adolescence marks the beginningdevelopment of more complexthinking processes (also calledformal logical operations)including abstract thinking andidealistic.


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Adolescences

Vygotskyssocioculturalperspective

Piagets theory


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Adolescences

The Nature of Adolescence

The adolescents thoughts are more

abstract and idealistic. Biological changestrigger a heightened interest in body image.Adolescence has both continuity anddiscontinuity with childhood. The Biologicalchanges, just like :

HormonalChanges

Body ImageThe Brain


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During adolescence (between 12 and18 years of age), the developingteenager acquires the ability to thinksystematically about all logicalrelationships within a problem. Thetransition from concrete thinking toformal logical operations occurs overtime. Some common indicatorsindicating a progression from moresimple to more complex cognitivedevelopment include the following:

early adolescenceDuring early adolescence, the use ofmore complex thinking is focused onpersonal decision making in schooland home environments, including thefollowing:

What cognitive developmentalchanges occur during

adolescence?

The early adolescent begins to formand verbalize his/her own thoughts andviews on a variety of topics

middle adolescenceWith some experience in using morecomplex thinking processes, the focusof middle adolescence often expandsto include more philosophical andfuturistic concerns, including the

following:The middle adolescent often questionand analyze more extensively

late adolescenceDuring late adolescence, complexthinking processes are used to focuson less self-centered concepts as wellas personal decision making, includingthe following:The late adolescent often developsidealistic views on specific topics.


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Information Processing in Adolescence

Decision Making

Critical Thinking

Adolescence is a time ofincreased decision making which friends to choose,

which person to date,whether to buy a car, go to

college and so on(Wigfield, Byrnes, &

Eccles, 2006)

Adolescence is animportant transitional

period in the developmentof critical thinking (

Keating, 1990)

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Piagets Theory

Theory of Cognitive Development

As a result of the interaction of biologicalmaturation and experience, theory ofCognitive Development consists of fourstages of intellectual development.

The following discussion outlinesthese four stages:

Sensory Motor Stage (Birth2 years)Pre-operational Stage (2-7years)Concrete Operational Stage (7-11)Formal Operations Stage (11 andbeyond)


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Formal Operations Stage (11yrs-16yrs)

The formal operational stage begins around

age 11 and is fully achieved by age 15,bringing with it the capacity for abstraction.When faced with a complex problem, theadolescent speculates about all possiblesolutions before trying them out in the real

world. There are 2 major characteristics offormal operational thought:

Hypothetic-deductivereasoning

Propositional
http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/stages.htmhttp://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/stages.htm


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When faced with a problem,adolescents come up with ageneral theory of all possiblefactors that might affect the

outcome and deduce from itspecific hypothese that mightoccur. They then systematicallytreat these hypothese to see which

ones do in fact occur in the realworld. Thus, adolescent problemsolving begins with possibilty andproceeds to reality.

Hypothetic-deductive reasoning

Formal Operations Stage


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The second important characteristic ofthis stage is that it is 'propositional' in

nature. Adolescents can focus on verbalassertions and evaluate their logicalvalidity without making refence to real-world circumstances. In contrast,concrete operational children can

evaluate the logic of statements byconsidering them against concreteevidence only.

Propositional


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An Evaluation of Piagets Theory

Piagets Contributions

Founded the discipline we know today as cognitive

development. Convinced us that children are curious, active

explorers who play an important role in their owndevelopment.

Challenges

Underestimated developing minds Failed to distinguish competence from performance

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Vygotskys Sociocultural Perspective

Sociocultural theory states that: Cognitive development occurs in a

sociocultural context that influences the formit takes

Most of a childs cognitive skills evolve from

social interactions with parents, teachers, andother more competent associates

-Culture and society play a pivotal role. Itaffect how we think, not just what wethink.

-Vygotskian model is held by the group,not the individual.


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The Tools ofThoughtIn Vygotskys view,adults

use a variety of tools to

pass culturally valuedmodes of thinking and

problem solving to their

children. Vygotskys notes

how tools-especiallylanguage-influence

thought.

Spoken language is clearly the mostimportant tool, but writing, usingnumbers, and applying problem-solvingand memory strategies also conveyinformation and enable thinking(Bodrova & Leong,Crain, Vygotsky)


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Zone of Proximal Development range of tasks that aretoo complex to be mastered alone but can be

accomplished with guidance and encouragement from amore skillful partner.

Scaffolding-the expert participant carefully tailorstheir support to the novice learner to assure theirunderstanding

As the result, an important implication of the zone ofproximal development is that knowledge is not afixed state and no single test or score canadequately reflect the range of a persons

knowledge.


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An Evaluation of Vygotskys theory

Vygotskys Contributions

Many scholars find Vygotskys ideas a refreshing

addition to Piagets theory. Vygotsky alerted us to sociocultural influences on

cognitive development but died before he couldformalize his theory.

Challenges

Vygotsky has been criticized for placing too muchemphasis on social interaction.


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As the conclusion:

Theories of Cognitive Development:

Vygotsky vs. PiagetVygotskys socioculturaltheory

Piagets cognitivedevelopmental theory

Cognitive development

varies across cultures

Cognitive development is

mostly universal acrosscultures

Stems from socialinteractions

Stems from independentexplorations

Social processes become

individual-physiologicalprocesses

Individual (egocentric)

processes become socialprocesses

Adults are important aschange agents

Peers are important aschange agents


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Thanks for attention

child development group 6

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