1. Chapter 6
Cognitive Developmental Approaches

2. Piaget
Schemes - plans and strategies to solve problems
Adults have tons of them…
Kids are learning and adding more and more.
assimilation - use existing schemes
Accommodation - adjust or make new ones

3. Think of assimilation and accommodation as file folders
Think of assimilation and accommodation as file folders. As you learn, you put information in folders. If you learn a new thing related to something you already know, you put it in the file with the related information. If you encounter new information, you must create a new folder. We are constantly reorganizing the information in our folders.

4. when we have disagreement (cognitive conflict or disequalibrium) - such as when we encounter inconsistencies or counterexamples, we must adjust our old schemes and reorganize our information.

5. Qualitative difference = the way we think is different
Sensorimotor Stage (0-2 years) (don’t spend much time on the details of this section. Just remember that this is when we are making sense of the world and beginning to understand what we sense and how to move about.

6. Object Permanence - understanding that objects continue to exist even when out of sight.
(go to page 190 and “restart there” at proportional stage)
Egocentrism
Animism
The “why” stage
centration
conservation
Get a small child to try to say “gift certificate” - record it!

7. Concrete Operational Stage (7-11 years)
Seriation
logical but concrete
Ed Psych - what should we learn when?
Formal Operational Stage (11-15) - ability to think differently - about abstract things - more logical - begin to do ‘hypothetical-deductive reasoning’ = have a hypothesis and reason or conclude how to best solve the problem.

8. Adolescent Egocentrism - heightened self-consciousness
Adolescent Egocentrism - heightened self-consciousness. Sense of uniqueness and invincibility. (Imaginary audience - belief that others are interested in them) (Personal fable - no one can understand how they really feel)
Invincibility is linked to risky behavior.
Personal fable is connected to depression and suicidal thoughts.
Pay attention to the invulnerability information on page 196.

9. Education & Piaget
Take a constructivist approach - active and seeking solutions for themselves
Facilitate vs. direct learning
Consider the child’s knowledge and level of thinking
Promote the student’s intellectual health - don’t push kids too hard. Learning should be natural
Exploration and discovery in the classroom

10. Vygotsky
ZPD
Scaffolding {I do, We do, You do}
Language used to learn, guide, & monitor - Private Speech
Piaget Individual
Vygotsky Collaboration