UNIT 3 – COGNITIVE

DEVELOPMENT

Dr. Raquel G. Cariño-Mendoza

 OBJECTIVES:
 At the end of the unit, the pre-service teacher (PST) can:
 a. discuss the concepts and theories related to the
cognitive development of children and adolescents; and
 b. make connections, using knowledge on current research
literature, between cognitive development theories and
developmentally appropriate teaching approaches suited to
learners' gender, needs, strengths, interests and
experiences
I. COGNITIVE
DEVELOPMENT THEORIES:
PIAGET AND VYGOTSKY
 COGNITIVE THEORY
PIAGET (1896-1980)

Stage Age

Sensorimotor Birth to 2
(sensory experiences with physical actions)

Preoperational 2 to 7
(words & Images)

Concrete Operational 7 to 11
(reason logically & classify objects into different sets)

Formal Operational 11 to 15
(more abstract & logical, thought is more idealistic)
 Is an emerging theory that looks at the important contributions that society makes
to individual development
 This theory suggests that human learning is largely a social process
 Focuses not only how adults and peers influence individual learning, but also on
how cultural beliefs and attitudes impact how instruction and learning take place

LEV VYGOTSKY: SOCIO CULTURAL

THEORY
 Yu-Chia Huang (2021). Comparison and
Contrast of Piaget and Vygotsky's Theories.
Advances in Social Science, Education and
Humanities Research, volume 554.
 PIAGET AND VYGOTSKY
 both psychologists have significantly contributed to the field for children's
cognitive development.
 both may provide a distinctive approach to cognitive development theory that
differs from each other, both theories offer reasonable approaches on how to
teach certain material, concerning the ways in which children’s process of thinking
develops into adulthood.
 both theories are used in conjunction to one another, there is an endless scope to
help children develop critical thinking skills as well as cognitive awareness for a
well-rounded method to learn

CONCLUSION: SIMILARITIES
 PIAGET
 VYGOTSKY
 CHILDREN PROGRESS
THROUGH A UNIVERSAL
 EMPHASIZED THE
STAGE OF COGNITIVE IMPORTANCE OF
DEVELOPMENT CULTURE AND
THROUGHT MATURATION, LANGUAGE OF ONE’S
DISCOVERY PRACTICES, COGNITIVE
AND SOME SPECIAL DEVELOPMENT.
TRANSMISSION OF
ASSIMMILATION AND
ACCOMODATION
CONCLUSION: DIFFERENCES
 1. CONCEPT OF INTELLIGENCE (BINET)
 2. GENERAL INTELLIGENCE (SPEARMAN)
 3. PRIMARY MENTAL ABILITIES (THURSTONE)
 4. MULTIPLE INTELLIGENCES (GARDNER)
 5. TRIARCHIC THEORY OF INTELLIGENCE (STERNBERG)
 6. COGNITIVE INFORMATION PROCESSING THEORY (ATKINSON
AND SHIFFRIN)

II. INTELLIGENCE AND INDIVIDUAL

DIFFERENCES
 …problem solving skills and the
ability to adapt to and learn from
life’s everyday experiences.

WHAT IS INTELLIGENCE?
 Alfred Binet (1857-1911)
 Constructed the first intelligence test after being asked to
create a measure to determine which children would benefit
from instructions in France’s schools.
 IQ=M.A./C.A. x 100
 Wechsler Intelligence Scale for Children (WISC TEST)
 Group Tests
 Individually administered test

INTELLIGENCE TESTING
THEORY OF MULTIPLE
INTELLIGENCES
(HOWARD GARDNER)
 1. Verbal Intelligence
 2. Mathematical Intelligence
 3. Spatial Intelligence
 4. Bodily-kinesthetic Intelligence
 5. Musical Intelligence
 6. Interpersonal Intelligence
 7. Intrapersonal Intelligence
 8. Naturalist Intelligence
 GROUP PRESENTATION
 PRESENT THE INTELLIGENCE
 SHARE HOW TO DEVELOP THE
INTELLIGENCE AMONG
CHILDREN AND ADOLESCENT