Group 2: Chico Miranda, Lyn Flores Sinay

2. Development
• 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 - changes in
thinking.

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

15. Implications of
Piaget’s
Theory for
Teachers

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

23. Some
Limitations
of Piaget’s
Theory

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. 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.

27. The Development
of Language

28. Factors that play a role in
language development:
• Biological
• Cultural
• Experiential

29. 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

30. When And How Does
Language Develop
• 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.

31. • 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.

32. • 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

33. • 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

34. Diversity In
Language
Development

35. • 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.

36. • 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

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

38. The End