CHILD DEVELOPMENT

AND ADOLESCENT
PSYCHOLOGY
GROUP SIX

GROUP MEMBERS
o DENISHA JACK
o SEVIKA PERSAUD
o AARON ROOKMATTIE
LECTURER: MS.ABIGAIL CUTTING
Intellectual Cognitive
Development
 OBJECTIVES

To examine the cognitive development and the

effects attributed to these development.
FOUR DISTINCT STAGES OF INTELLECTUAL
COGNITIVE DEVELOPMENT BY JEAN PIAGET.

Through the observations of his children, Piaget developed a

stage theory of intellectual development that included four
distinct stages:
 The Sensorimotor Stage (Birth to 2 Years)
 The Preoperational Stage (2 to 7 Years)
 The Concrete Operational Stage (7 to 11 Years)
 The Formal Operational Stage (12 to Adulthood)
Characteristics of Developmental
Changes that occur in the
Formal Operational Stage
As adolescents enter this stage, they gain the
ability to:
 Think in an abstract manner by
manipulating ideas in their head, without
being dependent on others.
 He/she can do mathematical calculations.
 Think creatively.
 Imagine the outcome of particular actions.
Changes in the Formal Operational
Stage
 What did Piaget mean when he
stated that “There is a qualitative
change in how children think as
they gradually progress through the
four steps.”
It suggests that there is a change in how children think
as they gradually progress through the four stages.

This would be the qualitative change in the child’s life.

He stated that a child who ranges between 12-16 has
more information about the world than he was at age 7.

There is a fundamental change in how he thinks about

the world as he progresses through the four distinct
stages of development.
 Changes in
Development

VS
 Problems in Language Development in
pre-adolescent and Adolescent.
 Speech, language and communication needs are
not always easily recognized. There may be no
physical signs of a specific speech language
impairment.
 Children andadolescents often develop
compensatory strategies such as responding using
learned phrases, always agreeing/disagreeing
with conversation partner.
Language Problems
include:
 Children find it difficult to look beyond literal
interpretations and understand the metaphoric use
of language.
 They may find it difficult to understand syntax.
 Difficultunderstanding concepts due to an
articulation.
 Uses a lot of pauses and hesitations while speaking
and at some point may begin to contradict.
 Avoids reading and writing.
 Explanations are confusing/ hard to follow.
What can the Teacher do to
Improve the Language
of her Students?
 Being patient and encouraging classmates to be patient
when the student is speaking in class.
 Use a slower speech rate if necessary as this facilitates the
processing of information.
 Activities such as conversations, discussions, puppetry,
reporting, interviewing, telling jokes/riddles, book reports
and role playing can be used to develop oral language
activities.
 Have clear rules stipulating that the verbal contributions of
all students have equal value.
 Breaking down large amounts of information into smaller,
visually distinct sections.
Cognitive Information Processing
Theory
 Cognitive information processing is based on the thought
process behind the behavior.
 This is a theory based on the idea that humans process the
information they receive from the environment, in the manner
of a computer, rather than merely responding to stimuli.
 Cognitive information processing is used when the learner plays
an active role in seeking ways to understand and process
information that he receives and relates it to what is known and
stored within memory.
 Comparison Chart
PIAGET THEORY VYGOTSKY THEORY
Piaget states cognitive development is Vygotsky assumes cognitive
mostly universal across cultures. development varies across cultures,

Piaget maintains that cognitive Vygotsky states cognitive development

development stems largely from stems from social interactions from
independent explorations in which guided learning within the zone of
children construct knowledge of their proximal development as children and
own. their partner's co-construct knowledge.

Piaget emphasized self-initiated Vygotsky believes that young children

discovery. are curious and actively involved in
their own learning and the discovery
and development of new
understandings/schema. 
THE END