1. Prepared By For TET & CTET Pedagogy and CHILD Development PINNACLE COACHING, HAILAKANDI Salem Ahmed Barbhuiya Ph No: 7002298884

4. JEAN PIAGET COGNITIVE DEVELOPMENT THEORY ( 1936)  Born in Switzerland 1896 – 1980.  Research & Observation on his three Childs.  Child Cognitive Structure increases with Development and Age.

5. The Four stages of COGNITIVE Development SENSORI MOTOR PRE- OPRATIONAL CONCRETE OPRATIONAL FORMAL OPERATIONA L 0 - 2 yrs 2 - 7 YRS 7- 11 YRS ADOLESCEN CE – ADULTHOOD (11 - 16 YRS

7. Sensory Motor Stage (Birth to age 2) This Stage is from the birth to the age of 2. Five senses play vital role in learning (Ears, Nose, Tong, Eyes, Skin) Main achievement of this stage is Object Permanence. Babbling Stage

9. Pre-Operational Stage (2 to 7 years) Key Feature of Preoperational Stage: Centration: Focus on only one aspect of a situation at one time. Egocentrism: Child’s inability to see a situation from another persons’ point of view. Symbolic Expression: learn better from pictures and chats. Animism: Belief that the animate object also has life and feelings. Pre- Preoperational stage:Child believes Animism. Post- Operational stage: Child does not believes. Artificialize: Belief that child thinks some environment components are man made. For example Clouds. Irreversibility: Inability the reverse the direction of a sequence of events.

12. Concrete Operational Stage (7 to 11 Years) It is a major stage of child cognitive development as it marks the beginning of logical and operational thinking. Key features of Concrete Operational Stage: Conservation: understanding redistribution of mass. Classification: able to classify according to the same nature. Transitivity: ability to arrange according to low to high and vice versa. Reversibility: able to recognise the process of going back to start. Concrete Logical thinking: De Centration: More than one aspect at one time.

14. Formal Operational Stage (11+) This the most analytical stage of cognitive development. Key Features of Formal Operational Stage are: I. Logical Thinking II. Abstract Thinking III. Reasoning

18. Educational Implication Child Centered Learning Discovery based learning Selection of Teaching methods Selection of competencies (as Problem Solving can’t be taught POS) Evaluation of child performance.

19. Basic Component of Piaget Cognitive Theory Schema: It is the Building blocks of knowledge Adaptation: it is a transition from on stage to another. Assimilation: Use of existing schema to deal with a new object of situation. Accommodation: When existing knowledge has no use in new situation and there is a need to change to deal with a new situation and object. EQUILIBRATION : Balance state in terms of knowledge

21. Lev Vygotsky (Russia) Lev Vygotsky 1934. Died at the age of 38. Laid Foundation with cognitive theory. Later becomes famous with social development Theory. He made his theories right at the time of Piaget. His socio-cognitive theory created difference.

22. CLASSROOM APPLICATION Scaffolding: Those elements of the task that are initially beyond the learner’s capacity. Peer Learning: friends to friends Collaborative Learning: group learning Reciprocal Learning: Students to Teachers

23. Vygotsky’s MKO (More Knowledgeable Other) Someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. MKO need not to be person at all. Electronic Gadget, Program etc. MKOs are : Parents, Teachers, Friends & Gadgets

24. Vygotsky’s ZPD (Zone of Proximal Development) This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

29. Vygotsky and Language Vygotsky believed that language develops from social interactions. Inner speech is to a large extent thinking in pure meanings. (Private Speech) According to Vygotsky (1962) language plays two critical roles in cognitive development: I. It is the main means by which adults transmit information to children. II. Language itself becomes a very powerful tool of intellectual adaptation.

32. Vygotsky v/s Piaget Cognitive Developement Vygotsky places more emphasis on culture affecting cognitive development. Vygotsky places considerably more emphasis on social factors contributing to cognitive development. Vygotsky places more ( and different) emphasis on the role of language in cognitive development. According to Vygotsky adults are an important source of cognitive development. (MKO & ZPD)

33. Evaluation Theories were more comprehensive and real. More explanatory than Piaget. His theories didn’t received much popularity because of its incompleteness. The Major reason for this was his sudden death at the age of 38.