The Cognitive

Development of Children
and Adolescent
Lesson 5
PRAYER
 Word
Scramble
Unscramble jumbled letters to form meaningful
words.
GTIAPE ENJA
Jean Piaget
SKYYVTOG
Vygotsky
OWRHAD ERGDANR
Howard Gardner
LLINETIENGEC
Intelligence
XIALMPOR
Proximal
 The Situation of
Filipino Children and
young Persons
 Learning Outcomes:
Intended Learning Outcome( ILO)
• Apply the Principles of cognitive processing in developing
learning activities intended for young and adolescent
learners.

At the end of this lesson , you should be able to:

 Develop cognitively stimulating learning materials and

activities;
 Analyze the functions of intelligence in enhancing learning
experiences.
INTRODUCTION
Cognitive development has about 50-
year history, as a distinct field of
developmental psychology. Prior to the
1950s, learning was conceptualized
primarily in terms of behavioral
principles and association processes.
Cognitive development emerged from the
cognitive revolution, the revolution in
psycholinguistics, and Piaget's work on
children's reasoning.
INTRODUCTION
Theory of mind is an attempt to explain how the human mind develops and
transforms in a number of different ways.
The present lesson discusses the theories of Jean Piaget and Lev Vygotsky, as well
as the points of view they present in understanding human cognition.

Jean Piaget

Lev Vygotsky
Jean Piaget
• '' The Principle Goal of Education is to
create men who are capable of doing
new things, not simply of repeating
what other generations have done –
men who are creative, inventive and
discoverers''
 Jean Piaget (1896- 1980)
Swiss psychologist known for his work on child
development. Piaget's theory of cognitive
development and epistemological view are together
called "genetic epistemology". He was famous for
his studies of the intellectual growth of children. His
theories of cognitive development greatly influenced
educational theories.
The Origin of Intelligence in Children was published
in 1954; it's one of his most-read books to that time
 Piaget's Stages of
Cognitive Development
 The Cognitive Processes

Piaget's stage theory describes the cognitive development of

children. Cognitive development involves changes in cognitive process
and abilities. In Piaget's view, early cognitive development involves
processes based upon actions and later progresses into changes in
mental operations.
 1. The Sensorimotor Stage (0-2)
The first stage of Piaget's theory lasts from birth to
approximately age two and is centered on the infant trying to
make sense of the world. During the sensorimotor stage, an
infant's knowledge of the world is limited to their sensory
perceptions and motor activities. Children utilize skills and
abilities they were born with, such as looking, sucking,
grasping, and listening, to learn more about the environment.
• Object Permanence - Learn that things continue to exist
even when they cannot be seen.
 Substages of the Sensorimotor Stage
The sensorimotor stage can be divided into six separate substages that are characterized by the development of a new skill.

• Reflex (0-1 month): During this substage, the child

understands the environment purely through inborn reflexes such
as sucking and looking.

• Primary Circular Reactions (14 months): This substage

involves coordinating sensation and new schemas. For example,
a child may suck his or her thumb by accident and then later
intentionally repeat the action. These actions are repeated
because the infant finds them pleasurable. Behaviors common to
this stage include thumb-sucking, kicking and smiling.
 Substages of the Sensorimotor Stage
• Secondary Circular Reactions (4-8 months): During
this substage, the child becomes more focused on the
world and begins to intentionally repeat an action in
order to trigger a response in the environment.
• Coordination of Reactions (8-12 months): During this
substage, the child starts to show clearly intentional
actions. The child may also combine schemas in order to
achieve a desired effect. Children begin exploring the
environment around them and will imitate the observe
behavior.
 Substages of the Sensorimotor Stage
• Tertiary Circular Reactions (12-18 months): Children begin
a period of trial-and-error experimentation during the fifth
substage. For example, a child may try out different sounds or
actions as a way of getting attention from a caregiver.
• Early Representational Thought (18-24 months): Children
begin to develop symbols to represent events or objects in the
world in the final sensorimotor substage. During this time,
children begin to move towards understanding the world
through mental operations rather than purely through action.
2. The Preoperational Stage (2-6 or 7)

The preoperational stage occurs between ages

two and six. Language development is one of
the hallmarks of this period. Piaget noted that
children in this stage do not yet understand
concrete logic, cannot mentally manipulate
information, and are unable to take the point of
view of other people, which he termed
egocentrism.Children often play the roles of
"mommy," "daddy," "doctor," and many others.
 2. The Preoperational Stage
This stage highlights the following:

• Symbolic Function- This is the ability to represent objects and

events.
• Egocentrism- This is the tendency of the child to only see his
point of view and to assume that everyone also has his same
point of view. The child cannot take the perspective of others.
According to Piaget, children experience difficulty because they
are unable to take on another person's perspective.
 2. The Preoperational Stage
This stage highlights the following:

• Conservation- Piaget conducted a number of similar experiments on

conservation of number, length, mass, weight, volume, and quantity.
He found that few children showed any understanding of conservation
prior to the age of five. Many of these operational examples show a
characteristic of thought called centration.
• Centration- This refers to the tendency of the child to only focus on
one aspect of a thing or event and exclude other aspects.
3. The Concrete Operational Stage (7-11)

The concrete operational stage begins

around age seven and continues until
approximately age eleven. During this
time, children gain a better understanding
of mental operations. Children begin
thinking logically about concrete events,
but have difficulty understanding abstract
or hypothetical concepts.
3. The Concrete Operational Stage

Piaget determined that children in the

concrete operational stage were fairly
good at the use of inductive logic.
4. The Formal Operational Stage(12-
Adulthood)
This stage begins at approximately age 12 to
adulthood. During this time, people develop the
ability to think about abstract concepts. Skills
such as logical thought, deductive reasoning, and
systematic planning also emerge during this
stage.Piaget believed that deductive logic
becomes important during the formal operational
stage.
 4. The Formal Operational Stage
In earlier stages, children used trial-and-
error to solve problems. During the formal
operational stage, the ability to
systematically solve a problem in a logical
and methodical way emerges. Children at
the formal operational stage of cognitive
development are often able to quickly plan
an organized approach to solving a
problem.
• Analogical Reasoning- This is the ability to perceive the
relationship in one instance and then use that relationship to narrow
down possible answers in another similar situation or problems.
• Deductive Reasoning- This is the ability to think logically by
applying a general rule to a particular instance of situation.
Hypothetical-Deductive Reasoning

Is Piaget's formal operational concept

that adolescents can develop hypotheses
to solve problems and systematically
reach a conclusion.
At this point, teens become capable of
thiking about abstract and hypothetical
ideas. They oftern ponder “what if” type
situations and questions.
 Stages of the Formal Operations Stage
1. Early Formal Operations Stage (11 to about 14 years
old)
The first stage of formal operations in which includes:
• Abstract thought- allows reality to be represented by
symbols
• Logic- Thinking that is more orderly and systematic.
• Metacognition- Being able to analyze one's own thoughts.
• Hypothetical reasoning -Forming conclusions based on
hypothetical possibilities.
 Stages of the Formal Operations Stage

2. Later Formal Operations Stage (15 to about

19 years old)
• This includes the development of propositional
logic, individual thinking patterns, and
scientific reasoning, and the ability to
comprehend systems of symbols.
• They are likely to investigate more than one
source of data, and think of multiple possible
causes, they are able to conduct a study with
little or no prejudice toward the outcome.
Lev Vygotsky
Lev Vygotsky was Born November 17, 1896, in Orsha a
City in the western Russian Empire. he earned a law
degree at Moscow State University, where he studied a
range of topics including sociology, linguistics,
psychology, and philosophy. Little is known about
Vygotsky's youth except that in his early years he was
educated by a private tutor and that he later went to
combination of public and private schools for his
secondary education. He Died of tuberculosis in June 11,
1934.
 Lev Vygotsky

• Verbal Arts
• Literature “ LITTLE PROFESSOR “
• Poetry
• Theater
• Philosophy
Vygotsky claimed that we are born with four
elementary mental functions:

• Attention
• Sensation
• Perception
• Memory
During the Period between 1917 and 1942, that Vygotsky
became more deeply committed to the fields of Psychology
and education. He published a number of important articles
in special education (or what was then called defectology-
the psychology of children with mental or physical
disabilities).
 Lev Vygotsky's Theories
• Vygotsky was a prolific writer, publishing six
books on psychology in 10 years. His interests
were diverse but often centered on child
development, education, the psychology of art,
and language development. He developed
several important theories about the way
children learn and grow within culture and
society.
 Lev Vygotsky's Theories

• Vygotsky noticed that children also

learn a great deal from peer
interactions. In fact, children often
pay more attention to what friends
and classmates know and are doing
than they do to adults.
 Lev Vygotsky's Theories

• Cognitive Development involves active

internalisation of problem solving process
as a result of mutual interaction between
children and others.
• Children learn how to think through their
interaction with others.
 Vygotsky's Theory Assumptions

a. Learning precedes development.

b. Development involves the internalization
c. The zone of proximal development
d. Scaffolding
 Vygotsky's Theory Assumptions

Scaffolding
- is the breaking down of information or of
parts of a new skill into pieces that are
digestible for the learner.
 The Development of Thought and Language

A. Children's verbal thought and speech

B. Thought and words never fully overlap
each other;
C. Acknowledging the crucial function of
intrinsic development
 The Zone of Proximal Development

Most teachers would probably agree with

Vygotsky's general viewpoint that it is their
job to move the child's mind forward. To
do this, they must directly teach children
new concepts, not wait for them to make
their own discoveries.
For example, effectively begin teaching
algebra to most first graders.
 The Zone of Proximal Development

According to Vygotsky, is
that conventional tests only Vygotsky called the
evaluate what the child can distance that children
accomplish when working
can perform beyond
independently. But before the
children can perform tasks their current level the
alone, they can perform them zone of proximal
in collaboration with others, development.
when receiving some guidance
or support.
 The Zone of Proximal Development

• The Zone of Proximal Development is defined as the space

between what a learner can do without assistance and without a
learner can do with a guidance.
 The Zone of Proximal Development

• Vygotsky also suggested that adults occasionally provide a

great deal of assistance. Perhaps the only way to know if the
child's spontaneous development is activated is to watch the
child. In fact, some research (e.g., Harland, 2014) suggests that
adults who teach effectively within the zone of proximal
development do continually look for signs of spontaneous
interest on the child's part.
Theories of Intelligence
 PERSPECTIVES ON HUMAN DIVERSITY:
UNDERSTANDING INTELLIGENCE
• Intelligence is an "adaptive thinking or action." Piaget
highlighted that it centers in some way on the ability
to think abstractly or to solve problems effectively
(Lerner et al., 2005). The effort to simulate cognitive
processes using computer programming techniques
has in turn provided a demanding criterion against
which claims for the adequacy of accounts of
cognitive development have often been evaluated.
 Theories and approaches to understand
Intelligence

• The Psychometric Approach

- intelligence is a trait or a set of traits that characterizes some
people to a greater extent than others.
• The General Mental Ability
-Early on, Charles Spearman proposed a two-factor theory of
intelligence consisting of a general mental ability (called g) that
contributes to performance on many different kinds of tasks.
general ability or g, and special abilities or s as each of which is
specific to a particular kind of task.
 Louis Thurstone later analyzed test scores obtained by eighth-
graders and college students and identified seven fairly distinct
factors that he called primary mental abilities:

1. Spatial ability 2. Perceptual speed 3. Numerical

reasoning
Louis Thurstone later analyzed test scores obtained by eighth-
graders and college students and identified seven fairly distinct
factors that he called primary mental abilities:

4. Verbal meaning 5. Word fluency

 Louis Thurstone later analyzed test scores obtained by eighth-
graders and college students and identified seven fairly distinct
factors that he called primary mental abilities:

6. Memory 7. Inductive Reasoning

Howard Gardner's Theory of Multiple
Intelligences

• Howard Gardner
-is a developmental psychologist
whose best known contribution to
psychology is his theory of
multiple intelligences.
 Howard Gardner's Theory of Multiple
Intelligences

• Howard Gardner rejects the idea that a single IQ

score is a meaningful measure of human
intelligence. Gardner argues that there are at least
eight distinct intellectual abilities. Gardner
employed a set of indicators before a certain ability
be qualified as an "intelligence," which he called
the eight criteria for identifying an intelligence
(Gardner & Moran, 2006).
 1. Isolation as a Brain
Function
• Certain brain areas are identified in cases of
• Human record of genius such as Mozart
brain injury and degenerative disease, to
identify actual physiological locations for
specific brain functions. A true intelligence
will have its function identified in a specific
location in the human brain.
2 Prodigies, Savants and
Exceptional Individuals
.
being able to perform on the piano at the
age of four and other people displaying
unique abilities whether it may be in
music, mathematics or the languages.
 4. Developmental History
3. Set of Core Operations with an Expert End
Performance
• There is an identifiable set of procedures and
practices which are unique to each true • As experts continue to study the
intelligence. For example in understanding developmental stages of human growth
language, there are letters and words; in and learning, a clear pattern of
music, there are musical notes; in logico- developmental history is being
mathematical, numbers. documented of the human mind.
 5. Evolutionary History
• As cultural anthropologists continue to
study the history of human evolution,
there. is adequate evidence that our species
has developed intelligence over time
through human experience.
6. Supported Psychological
Tasks
• Clinical psychologists can identify sets of
tasks for different domains of human
behavior. A true intelligence can be
identified by specific tasks which can be
carried out, observed, and measured.
7. Supported Psychometric
Tasks
• The use of psychometric instruments to
measure intelligence (such as I.Q. tests) have
traditionally been used to measure only
specific types of ability. However, these tests
can be designed and used to identify and
quantify true unique intelligences.
8. Encoded Into a Symbol
System
• Humans have developed many kinds of
symbol systems over time for varied
disciplines. A true intelligence has its own
set of images it uses which are unique to
itself and are important in completing its
identified set of tasks.
 From the eight criteria, the eight multiple
intelligences were developed

1. Linguistic Intelligence - it involves

the ability to understand and use spoken
and written language. Writers, poets,
lawyers, and speakers are among
those that Gardner sees as having high
linguistic intelligence.
 From the eight criteria, the eight multiple
intelligences were developed

2.Logical-mathematical Intelligence
- This is the ability to analyze
situations or problems logically,
identify solutions, conduct scientific
research and easily solve logical
mathematical. Such as
mathematicians and scientists
 From the eight criteria, the eight multiple
intelligences were developed

3. Musical Intelligence - (based

on acute sensitivity to sound
patterns. Have good thinking in
rhythms, sounds or patterns.
Such as musicians, composer ,
singer, etc.
 From the eight criteria, the eight multiple
intelligences were developed

4. Spatial Intelligence
- most obvious in great artists who
can perceive things accurately and
transform what they see. A few
examples includes, photographer,
architect, etc.
 From the eight criteria, the eight multiple
intelligences were developed

5.Bodily-kinesthetic
Intelligence - the “intelligent”
movement shown by dancers,
athletes, and surgeons. They
possess good hand eye
coordination.
 From the eight criteria, the eight multiple
intelligences were developed

6.Intrapersonal Intelligence-
People who like to better understand
and evaluate their own emotions,
motivations and relationship with
others.
 From the eight criteria, the eight multiple
intelligences were developed

7.Interpersonal Intelligence-
Interpersonal intelligence is the
ability to understand and interact
effectively with others. It involves
effective verbal and nonverbal
communication.
 From the eight criteria, the eight multiple
intelligences were developed

8. Naturalistic Intelligence -the

ability to observe patterns in
nature and understand natural
and human-made system. Such
as Gardeners, farmers, animal
trainers, etc.
Thank You!!!
 References:
https://laidlawscholars.network/posts/education-should-be-creating-people-who-are-capable-of-doing-new-things#:~:text=Jean%20Piaget%3A%20%22The%20principal%20goal,what%20other%20generations%20have
%20done.%22
https://www.britannica.com/biography/Jean-Piaget

https://www.verywellmind.com/sensorimotor-stage-of-cognitive-development-2795462

https://www.healthline.com/health/baby/sensorimotor-stage#substages

https://www.verywellmind.com/sensorimotor-stage-of-cognitive-development-2795462

https://study.com/learn/lesson/cognitive-development-children-conservation-decentration-centration.html#:~:text=As%20previously%20mentioned%2C%20centration%20refers,of%20a%20situation%20or%20object.

https://www.healthline.com/health/childrens-health/concrete-operational-stage#what-it-is

https://www.verywellmind.com/formal-operational-stage-of-cognitive-development-2795459

https://www.wested.org/resources/zone-of-proximal-development/#:~:text=The%20Zone%20of%20Proximal%20Development,collaboration%20with%20more%20capable%20peers.

https://slidemodel.com/gardners-theory-8-multiple-intelligences/

Thoughtco.com/linguistic-linguistic-intelligence-8093

https://www.mentalup.co/amp/blog/logical-mathematical-intelligence

https://www.verywellmind.com/howard-gardner-biography-2795511
https://app.croneri.co.uk/feature-article/influences-early-years-lev-vygotsky
 Group 4:

Eyay, Alyanna Faith D.

Garcia, Kyriel Angela E.
Jonson, Luvimie B.
Manalo, Ereka C.
Vecinal, Mandy D.