FINAL PRESENTATION

2. It refers to a certain changes that
occur in human beings between
conception and death.
It is not applied to all changes, but
rather to those that appear in
orderly ways and remain for a
long period of time.

3. ASPECTS OF DEVELOPMENT
Physical development - deals
with the changes in the body.
Personal development -
changes in the individual’s
personality.
Social development - changes in
the way how an individual relates
to others.
Cognitive development -

4. PRINCIPLES OF
DEVELOPMENT
1. People develop at different rates.
2. Development is relatively orderly.
3. Development takes place
gradually.

5. THE BRAIN AND
COGNITIVE DEVELOPMENT
Cerebral cortex - the outermost
layer of gray matter making up the
superficial aspect of the cerebrum.
Neuroscientists understand that
brain development is related to the
aspects of adolescence such as
decision making and managing
impulsive behaviour.

6. AREAS OR LOBES OF THE
BRAIN
 Frontal Lobe- responsible for memory
formation, emotions and thinking
processes.
 Parietal Lobe- responsible for senses and
integrates sensations.
 Temporal Lobe- responsible for hearing
and information retrieval.
 Occipital Lobe- responsible for our visual
capacity and capability.

7. NEURONS
Neurons sends messages to each
other by releasing chemicals that
jump across the tiny spaces called
synapses.
These synapses can be seen
between the dendrites of one
neuron and the axons of the other
neurons.

8. SYNAPTIC
OVERPRODUCTION
Experienced-expectant –
synapses are overproduced in
certain parts of the brain during
certain developmental periods.
Experienced-dependent – synaptic
connections are formed based on
the individual’s experiences.

9. TENDENCIES IN THINKING
Organization- ongoing process of
arranging information and experience
into mental systems or categories.
Adaptation- adjustment to the
environment.
 Assimilation- fitting new information
into existing schemes.
 Accommodation- creating new
schemes in response to new
information.

10. PIAGET’S
STAGES OF
COGNITIVE
DEVELOPMENT

11. SENSORIMOTOR STAGE
Age: birth to 2 years
Characteristics:
 Begins to make use of imitation,
memory and thought.
 Learns the concept of object
permanence.
 Moves from reflex actions to goal-
directed activity.

12. PREOPERATIONAL
STAGE
Age: 2 to 7 years
Characteristics:
 Starts to use language
 Capable of thinking in the forms of
mental images and words
 Egocentric thinking or self-
centered
 Difficulties seeing other’s point of

13. CONCRETE OPERATIONAL
STAGE
Age: 7 to 11 years
Characteristics:
 Increase ability to think logically
 Understands law of
conservation and is able to
classify and seriate
 Understands reversibility

14. FORMAL OPERATIONAL
STAGE
Age: 11 to adult
Characteristics:
 Can think in abstract terms
 Can solve problems systematically
and reason hypothesis
 Hypothetic-deductive reasoning
 Adolescent egocentrism

16.  More interested in understanding
children’s thinking.
 He believed that the main goal of
education should be to help
children learn how to learn.
 Student are the best sources of
information about their own
thinking abilities

17. UNDERSTANDING &
BUILDING ON STUDENT’S
THINKING
Important implication of Piaget’s
theory for teaching is what Hunt
years ago(1961) called
“the problem of the match”

18. WHAT IS THE “PROBLEM OF
THE MATCH”?
According to Hunt, disequilibrium must
be kept “just right” to encourage
growth. Setting up situation that lead to
errors can help create an appropriate
level of disequilibrium.
When students experience some
conflict between what they think should
happen and what actually happens,
they may rethink the situation and new
knowledge may develop.

19. ACTIVITY AND CONSTRUCTING
KNOWLEDGE
The individuals construct their own
understanding; learning is a
constructive process.

20. In his words:
Knowledge is not a copy of reality.
To know an object, to know an
event, is not simply to look at it and
make a mental copy or image of it.
To know an object is to act on it. To
know is to modify, and as a
consequence to understand the
way the object is constructed.

21. As a general rule, student should
act, manipulate, observe, and then
talk and/or write about what they
have experienced.

22. THE VALUE OF PLAY
 Maria Montessori said:
 “Play children’s work”.
 In games they learn cooperation,
fairness, negotiation, wining and
losing.
All important skills for work
someday.
Without cooperation, there is no

24. Trouble with Stage
 lack of consistency in children’s
thinking.
Underestimating Children’s
Abilities
 Underestimated the cognitive
abilities of children, particularly
younger ones.

25. Cognitive Development &
Information Processing
 Focus on the child’s developing
information processing skills such
as attention, memory capacity, and
learning strategies.
Cognitive Development & Culture
 Overlooks the important effects of
the child’s cultural and social
group.

26. VYGOTSKY’S
SOCIOCULTURAL
PERSPECTIVE

27. “Vygotsky’s conceptualized
development as the
transformation of socially shared
activities into internalized
processes”
One of his key ideas was that our
specific mental structures and
processes can be traced to our
interaction with others.

28. Two Themes in Vygotsky’s
Writings:
 The Social Sources of Individual
Thinking
 Social level
 Individual level
 Social interaction was more than
influence, it was the origin of higher
mental processes.
 Piaget – most helpful interactions were
those between peers.

29. Cultural tools and Cognitive
Development
Cultural tools (such as printing presses,
rulers, abacus, computers, internet etc.)
supports thinking, learning and plays a very
important role in cognitive development.
Vygotsky emphasized the tools that the
culture provides to support thinking –
Psychological tools ( language, signs and
symbols)
 The psychological tools can help students
advance their own development.

30.  Cultural tool kit – filled with physical
tools and psychological tools for
acting mentally.
Vygotsky’s theory: “language is the
most important symbol system in the
tool kit, and it is the one that helps to
fill the kit with other tools.

31. THE ROLE OF LANGUAGE AND
PRIVATE SPEECH
 Piaget - “egocentric speech”
 He assumed that egocentric
speech is another indication that
young children can’t see the
world through the eyes of others.
 As they mature children
developed socialized speech and
learn how to listen and exchange

32.  Vgotsky – “self-regulation”
 He believed that self-regulation
developed in a series of stage.
The child’s behavior is regulated
by others, usually parents, using
language and other signs such as
gestures.
The child learns to regulate her
own behavior by using silent
inner speech.

33. THE ROLE OF LEARNING AND
DEVELOPMENT
 Piaget defined development as the
active construction of knowledge
and learning as the passive
formation of associations.

34.  Vygotsky believed that learning was
an active process that does not
have to wait for readiness. Learning
pulls development to higher level
means that other people play a
significant role in cognitive
development.
He saw a learning as a tool in
development-learning pulls
development up to higher levels

35. THE ROLE OF ADULTS AND
PEERS
 Vygotsky’s believed that
cognitive development occurs
through the child’s conversations
and interactions with more
capable members of the culture.
These people serve as guides
and teachers, providing the
information and support

36.  Scaffolding – children use this
help for support while they build a
firm understanding that will
eventually allow them to solve the
problems on their own.

37. FUNDS OF KNOWLEDGE
Knowledge that families and
community members have
acquired in many areas of work,
home, and religious life that can
become the basis for teaching.

38. THE
DEVELOPMENT
OF LANGUAGE

39. FACTORS THAT PLAY A ROLE IN
LANGUAGE DEVELOPMENT:
Biological
Cultural
Experiential

40. To master a language, children
must:
a) Read the intentions of others so
they can acquire the words,
phrases, and concepts of their
language and also
b) Find patterns in the ways other
people use the words and phrases
to construct the grammar of their
language.

41. Sounds & Pronunciation
 By about age 5, most children
have mastered the sounds of their
native language, but a few sounds
may remain unconquered.
Vocabulary & Meaning
 Expressive vocabulary- the
words a person can speak.

42. Receptive vocabulary- the
words a person can understand in
spoken or written words.
Bilingual- Speaking two
languages and dealing
appropriately with the two different
cultures.

43. Grammar & Syntax
 Over regularize- to apply a
rule of syntax or grammar in
situations where the rule does
not apply.
Syntax- The order of words in
phrases or sentences

44. Pragmatics: Using Language in
Social Situations
 Pragmatics- the rules for when
and how to use language to be an
effective communicator in a
particular culture
Metalinguistic Awareness-
Understanding about one's own use
of language

45. DIVERSITY IN
LANGUAGE
DEVELOPMENT

46. Benefits of Bilingualism Higher
degrees of bilingualism are
correlated with increased
cognitive abilities in such areas as
concept formation, creativity,
theory of mind, cognitive flexibility,
and understanding that printed
words are symbols of language.

47. Heritage language- the
language spoken in the
student's home or by members
of the family.
Balanced bilingualism-
adding a second language.
capability without losing your
heritage language

48. Emergent literacy-the skills and
knowledge, usually developed in
the preschool years, that are the
foundation for the development of
reading and writing.