Day 10

Child Development and learning

Disabilities
• Master Trainers
Dr. Zakir hussain
&
• Miss Farheen Dahri
• Dated 30-01-23

1
 Objectives
• The course participants will be able to:

 Understand child development and its

stages
 Explain its importance in teaching and
learning
 Discuss students learning disabilities

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Piaget’s Theory of Cognitive
Development

3
 Jean Piaget (1896-1980)
• Jean Piaget was born just before the turn of the century in
Switzerland in 1896 and died in Geneva in 1980 at the age of
85.

• He wrote more than 60 books and several hundred articles.

• How does knowledge grow? Piaget spent his life searching for
the answer to this very question.

• His research in developmental psychology and genetic

epistemology was directed at elaborating upon a theory of
knowledge about cognitive development in children also
known as genetic epistemology. 4
Piaget’s Four Stages of Cognitive
Development

The Sensorimotor Stage (Infancy (Birth-2

years)

The Preoperational Stage (Early Childhood

(2-7 years)

The Concrete Operational Stage (Middle

Childhood 7-12 years)

The Formal Operational Stage (Adulthood 12

and above)
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 Piaget’s
Piaget’sStages
Stagesof
ofCognitive
Cognitive
Development
Development
Formal Operations
(adolescence to adult)

Concrete Operations
(~ 7-12 yrs)

Preoperational Period
(~2 to 6 yrs)
Sensorimotor Period
(~Birth to 2 yrs)
Inborn Reflexes

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 CONCRETE
PREOPERATIONA FORMAL
SENSORIMOTOR OPERATION
L OPERATION
STAGE AL
STAGE AL STAGE
STAGE
The infant constructs The child begins to He child The
an understanding of represent the world can now adolescent
the world by with words and
coordinating sensory
reason reasons in
images. These
experiences with words and images
logically more
physical actions. And reflect increased about abstract,
infant progresses symbolic thinking concrete idealistic,
from reflexive, and go beyond the events and and logical
instinctual action at
connection of classify ways.
birth to the beginning
sensory information objects into
of symbolic thought
and physical different
toward the end of the
stage action.
sets
11 Years of
7 to 11 Years
Birth to 2 Years of Age 2 to 7 Years of Age Ages Through
of Age
Adulthood
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 The Sensorimotor Stage

• From birth to approximately 2 years.

• Begins with reflexive responding and

ends with using symbols

• Object permanence: understanding that

objects exist independently
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 The Preoperational Stage

• From approximately 2 to 7 years

• Children use symbols but are many
errors in thinking
> Egocentrism: The inability to
distinguish between one’s own
perspective and someone else’s
perspective.
> Confuse appearance and reality
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(Conservation) Look and size of the
objects)
 Some Dimensions of Conservation:
Number, Matter, and Length
Type of
conservation Number Matter Length

Initial
presentation Two identical Two identical Two sticks are
rows of objects balls of clay aligned in
shown to child shown to child front of child

Manipulation
One row is Experimenter Experimenter
spaced changes shape moves one
of one ball stick to right
Preoperational
“No, the one
child’s answer to “No, the longer “No, the longer on top is
“Are they still row has more” one has more” longer”
the same?”
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Figure 8.9
Piaget’s Conservation Task

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 Piaget’s Conservation Task

A B C A B C

Two identical beakers Child is asked if (A)

shown to child, and and (C) have the same
then experimenter amount of liquid. The
pours liquid from (B) preoperational child
into (C) says “no” and will
point to (C) as having
more liquid than (A).
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Figure 8.8
 The Concrete Operational Stage

• From approximately 7 to 11 years

• Thinking based on mental operations (strategies and
rules that make thinking more systematic and powerful).
• Operations can be reversed
• Focus on the real and concrete, not the abstract.
• Individuals construct their own knowledge during
the course of interaction with the environment.
Thinking is an active process whereby people
organize their perceptions of the world. The
environment does not shape the individual!
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 The Formal Operational Stage

• From approximately 11 years to

adulthood.

• Adolescents can think hypothetically

• Use deductive reasoning.

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Sensorimotor Substages

Sub Age Description

Birth – 1 Infants begin to modify the
1 month reflexes with which they are born
to make them more adaptive.
1–4 Infants begin to organize
2 months separate reflexes into larger
behaviors, most of which are
centered on their own bodies.

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Sensorimotor Substages

Sub Age Description

4–8 Infants becoming increasingly
3 months interested in the world around them.
By the end of this substage, object
permanence, the knowledge that
objects continue to exist even when
they are out of view, typically
emerges.

8 – 12 During this substage, children make

4 months the
A-Not-B error, the tendency to reach
to where objects have been found
before, rather than to where they were
last hidden.
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 Object permanence
 Objects are tied to infant’s awareness of
them
– “out of sight, out of mind”
 Hidden to experiment
– 4 months: no attempt to search for hidden
object
– 4-9 months: visual search for object
– 9 months: search for and retrieve hidden object
 A-not-B task (Diamond, 1985)
– 9 months: A/B error after 1/2 second delay
– 12 months: 10 second delay needed to produce
error
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Piaget’s A-Not-B Task

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Sensorimotor Substages

Sub Age Description

12 – 18 Toddlers begin to actively and
5 months avidly explore the potential uses
to which objects can be put.
18 – 24 Infants become able to form
6 months enduring mental representations.
The first sign of this capacity is
deferred imitation, the repetition
of other people’s behavior a
substantial time after it occurred.

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Preoperational Stage
 A mix of impressive cognitive
acquisitions and equally
impressive limitations
– A notable acquisition is symbolic representation, the use
of one object to stand for another, which makes a variety of
new behaviors possible
– A major limitation is egocentrism, the tendency to perceive
the world solely from one’s own point of view
– A related limitation is centration, the tendency to focus on
a single, perceptually striking feature of an object or event
– Preoperational children also lack of understanding of the
conservation concept, the idea that merely changing the
appearance of objects does not change their key properties

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Concrete Operational Stage
 Children begin to
reason logically
about the world
 They can solve
conservation
problems, but their
successful reasoning
is largely limited to
concrete situations
 Thinking
systematically
remains difficult

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Formal Operational Stage

 Cognitive development culminates in the ability to

think abstractly and to reason hypothetically.

 Teens begin to think more about moral,

philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning.

 Individuals can imagine alternative worlds and

reason systematically about all possible outcomes
of a situation.

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Implications for Education
 Piaget’s view of children’s cognitive development
suggests that children’s distinctive ways of
thinking at different ages need to be considered in
deciding how best to teach them
 In addition, because children learn by mentally
and physically interacting with the environment,
relevant physical activities,
accompanied by
questions that call
attention to the lessons
of the activities, are
important in
educational practice

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Welcome back after tea

Learning Disabilities

 What does learning disability

mean
 Did you or your friends face
such situation

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Activity 10.2
Learning Disabilities
 To share their past school experiences learning
disabilities.

 Furthermore, the MTs will share some

glimpse of learning disabilities mentioned in
TARE ZAMEEN PAR movie.

 To discuss the case study and Handout 10.2 on

learning disabilities in groups and find
answers to given questions followed by
discussion in a large group and MTs’ input.
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 Learning Disabilities
 Some students face the following disabilities:
 Disabilities Description

 Dyslexia:- Students can’t read properly and

have issue with related language-
based processing skills.
 Dyscalculia:- Students’ lack of ability to
understand numbers and learn math
facts.
 Dysgraphia:- Students’ hand writing ability and
fine motor skills
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 Non-Verbal Learning Disabilities
 Students are unable to understand or
interpret facial expression or body
language.
 Oral/Written Language Disorder and
Specific Reading Comprehension
Deficit:-
 Social shyness or stage freight of any
student.

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Case Study
 Waleed is 10 years old. He does not learn like
the other children. He cannot write well. He
can only write few letters and can solve very
simple Maths problems. During the class,
Waleed gets up and wanders around the room.
He will only sit down for a few minutes at a
time. During writing activities, he doesn’t
seem to be calm at his chair. The other
students often tease Waleed and call him
‘stupid’.
Answer the questions
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Questions:
 1. What are Waleed’s learning disabilities?

 2. How can Waleed learn better at school?

 3. How can Waleed's teachers help him in his

learning?

 4. How can other students help Waleed in his

learning?

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Thanks
Recap of the day
 Child development and developmental
stages.

 Learning Disabilities

The End
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