Educational Psychology A Practitioner-Research Model of Teaching A PowerPoint Presentation by Jo Alexander and Averil Loague

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED  Development refers to growth, adaptation, and change that occurs over the course of a lifetime. What is Development?

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED  Individuality and Universality While developing individually, we seem to share a definite pattern of growth and development (Universality). However, even with this universality of pattern, each individual develops in his or her own style and pace (Individuality). Principles of Development

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED  Development is orderly. Development is predictable and sequential.  Development is gradual. While changes in development are orderly, they most often do not occur abruptly, or dramatically. Principles of Development Continued

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Cornerstone Principles Organization Drive for equilibrium Adaptation Piaget's Theory of Cognitive Development

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Schema Assimilation Accommodation Equilibration Piaget's Theory of Cognitive Development Adaptation

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Maturation Assimilation Experience with the physical world Stimulation and disequilibrium Piaget's Theory of Cognitive Development Factors Influencing Development

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Sensorimnotor Stage (0-2 years) Preoperational Stage (2-7 years)  Egocentricism  Centration  Transformation  Irreversibility  Conservation Piaget's Theory of Cognitive Development Stages of Development

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Concrete Stage (7-11 years)  Seriation and Classification Formal Operational Stage (adolescent to adult)  Characteristics of Formal Thought Piaget's Theory of Cognitive Development Stages of Development Continued

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Adolescent Egocentrism The tendency of adolescents to assume that everyone in the world views the world as they do and are thus focused on the same concerns as they are at any one time. Personal fable is the self-generated, often romanticized story of one's personal destiny. Imaginary audience refers to the adolescent tendency to feel always in the spotlight. Adolescent Social Cognition: The Work of Elkind

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Principle Orientation Language as a vehicle for development, thinking, self-regulation and reflection Zone of actual development Zone of proximal development  Scaffolding The Alternative Perspective of Vygotsky

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Constructivists View Children actively construct knowledge by continually assimilating and accommodating information. Cognitive development occurs as children actively build systems of meaning through their experiences and interactions Constructivists and the Neo-Piagetians

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED Theories Biological theories posit that humans are genetically pre-wired to learn language. Cognitive theorists argue that language emerges from existing cognitive structures and according to the child's needs. Social learning theorists contend that language comes about primarily as a result of adult modeling and a child's imitation of adult speech. Language Reflecting and Affecting Cognition

Chapter Two Developmental Theory: Cognitive Development © 2001 Wadsworth Group, a division of Thomson Learning, Inc. ALL RIGHTS RESERVED  Phonological awareness: The value of incorporating hearing distinct sounds or phonemes within a spoken word into teaching because it is an essential part of successful reading.  Whole Language approach: Proponents of this method contend that the best way to learn language is in the context of its use. Teaching and Language