RIO KRIZEL D.

RAQUEL
BTLED 1

PIAGET THEORY OF COGNITIVE DEVELOPMENT

 Explains how a child constructs a mental model of the world. Piaget disagreed with the idea that
intelligence was a fixed trait and regarded cognitive development as a process which occurs due to
biological maturation.
 The goal of the theory is to explain the mechanisms and processes by which the infant, and then the
child, develops into individual who can reason and think using hypotheses
 To Piaget, cognitive development was a progressive reorganization of mental processes as a result of
biological maturation and environment experience.
3 BASIC COMPONENTS TO PIAGET’S COGNITIVE THEORY:
 Schemas ( building blocks of knowledge )
 Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and
accommodation)
 Stages of Cognitive Development ( sensorimotor, preoperational, concrete operational, formal
operational)
SCHEMAS
 Are the basic building blocks of such cognitive models, and enable us to form a mental representation of
the world.
 “a cohesive, repeatable action sequences possessing component actions that are tightly interconnected
and governed by a core meaning” - Piaget
 Defined as a set of linked mental representations of the world, which we use both to understand and to
respond to situations. The assumption is that we store these mental representations and apply them when
needed.
ASSIMILATION AND ACCOMODATION
 Assimilation – which is using existing schema to deal with a new object or situation
 Accommodation – this happens when the existing schema (knowledge) does not work, and needs to be
changed to deal with a new object or situation.
 Equilibration – this is the force which moves development along. Piaget believed that cognitive
development did not progress at a steady rate, but rather on leaps and bounds.
PIAGET’ STAGES OF COGNITIVE DEVELOPMENT
a) Sensorimotor – stage (0-2 years)
 Motor senses – sight, sound, touch, smell, taste
 Infants understands the world through motor senses
 They realize they are different to the inanimate objects around them
  They start learning that things can exist even if they don’t see them they also learn to start
experimenting with trial and error to get attention
b) Preoperational Stage (2-6 years)
 The hallmark of this stage is emergence of language
 Children now begin to use words and pictures to represent objects
 Children start to think about themselves more and therefore become egocentric. They
rarely understand that things can look different from others people point of view.
c) Concrete Operational Stage (7-11 years)
 The main aspect of this stage is the development of logical reasoning.
 Socio – centric – they observe others people viewpoint and differences
 Conservation – when an object is split into 2, the sum of the 2 is still the same object.
 Reversibility – understanding that many objects can be changed and returned to their
original
d) Formal Operational Stage (12+ years)
 Abstract thought and hypothetical thinking emerges
 Thinking about eventual consequences of their actions
 Problem solving without trial and error performing mental operations without needing
physical assist.

VYGOTSKY THEORY OF COGNITIVE DEVELOPMENT

 Is recognized as one of the most innovative psychological theories of the twentieth century. The theory
is based on the assumption that culture plays a major role in cognitive development. Each period in child
development is associated with a leading activity dominant in a given period. A considerable emphasis
is placed on emergent cognitive functions conceptualized through the notion of the zone of proximal
development. Instruction and learning are perceived as leading child's cognitive development rather than
following it.
3 IMPORTANT POINTS ABOUT DEVELOPMENT:
 Development occurs in a predictable order.
 Development occurs at different rates
 Development occurs gradually over time
STAGES OF SPEECH DEVELOPMENT
First Stage. Social or external speech
Second Stage egocentric speech
Third stage. Inner Speech
ZONE OF PROXIMAL DEVELOPMENT SCAFFOLDING
- Is a level between children’s independent level and frustration level where they can perform task
independently.

THEORY OF INTELLIGENCE THAT INFLUENCES INDIVIDUAL DIFFERENCE

CAUSES:
1. Race
2. Sex
3. Heredity
4. Maturity