3. Key Ideas to Piaget’s Theory Children are active and motivated learners Children organize what they learn from their experiences Schemes Operations Children adapt to their environment through: Assimilation Accommodation
4. Key Ideas to Piaget’s Theory Interaction with the physical environment is critical for cognitive development Interaction with other people is equally critical The process of equilibration promotes increasingly complex forms of thought Equilibrium Disequilibrium Children think in qualitatively different ways at different age levels
5. Piaget’s Stagesof Cognitive Development Sensorimotor Stage Birth through 2 years Preoperational 2 through 6/7 years Concrete Operations 6/7 through 11/12 years Formal Operations 11/12 through adulthood
9. Formal Operations Reasoning about abstract hypothetical, And contrary-to-fact ideas Separation and control of variables Proportional Reasoning Idealism
10. Current Perspectives related toPiaget’s Theory Capabilities of different age-groups Effects of prior knowledge and experience Effects of culture Does cognitive development occur in stages? Neo-Piagetian theories
11. Key Ideas inNeo-Piagetian Theories Cognitive development is constrained by the maturation of information processing mechanisms in the brain Working memory Children acquire new knowledge through both unintentional and intentional learning processes
12. Key Ideas inNeo-Piagetian Theories Children acquire cognitive structures that affect their thinking in particular content domains Central Conceptual Structures Development in specific content domains can sometimes be characterized as a series of stages
13. Applying Piagetian Ideas Provide opportunities for children to experiment with physical objects and natural phenomena Explore children’s reasoning with problem-solving tasks and probing questions Keep Piaget’s stages in mind when interpreting children’s behavior and when planning activities, but don’t take the stages too literally.
14. Applying Piagetian Ideas Present situations and ideas that children cannot easily explain using their existing knowledge and beliefs Use familiar content and tasks when asking children to reason in sophisticated ways Plan group activities in which young people share their beliefs and perspectives with one another
16. Vygotsky’s Key Ideas Some cognitive processes are seen in a variety of species; others are unique to human beings Through both informal interactions and formal schooling, adults convey to children the ways in which their culture interprets the world Every culture passes along physical and cognitive tools that make daily living more effective and efficient
17. Vygotsky’s Key Ideas Thought and language become increasingly interdependent in the first few years of life Self-talk Inner speach Complex mental processes begin as social activities and gradually evolve into internal mental activities that children can use independently Internalization
18. Vygotsky’s Key Ideas Children acquire their culture’s tools in their own ideosyncratic manner Appropriation Children can perform more challenging tasks when assisted by more advanced and competent individuals Challenging tasks promote maximum cognitive growth Zone of Proximal Development
19. Vygotsky’s Key Ideas Play allows children to stretch themselves cognitively Sociodramatic play
20. Current Perspectives related toVygotsky’s Theory Social construction of meaning Mediated learning experience Scaffolding Participation in adult activities Guided participation Aprenticeship Cognitive Aprenticeship Acquisition of teaching skills
21. Applying Vygotsky’s Ideas Help children acquire the basic cognitive tools of various activities and academic disciplines Use group learning activities to help children internalize cognitive strategies Reciprocal teaching Present challenging tasks, and provide sufficient scaffolding to enable children to accomplish them successfully
22. Applying Vygotsky’s Ideas Assess children’s abilities under a variety of work conditions Provide opportunities to engage in authentic activities Give children the chance to play
23. Piaget and VygotskyCommon Themes Constructive processes in learning Constructivism, social and individual Readiness Challenge Importance of social interaction
24. Piaget vs. VygotskyTheoretical Differences How essential is language for cognitive development? What kinds of experiences promote development? What social interactions are most valuable? How influential is culture?
Hinweis der Redaktion
(DevelopmentalMetacognition, Aspects in young children) Shows a gradual development of metacognition and theory of mind leading to what Piaget called “de-centering”, where the child can see from another perspective Also found that 4-5yr old children who had a metacognitive advantage kept that advantage during the two year study
Reciprocol teaching Summarizing: Identifying the main ideas of a reading passage Questioning: Asking oneself questions to check comprehension of ideas Clarifying: Taking steps to better understand a confusing point Predicting: Anticipating what points an author is apt to make laterScaffolding Cognitive modeling – Adult performs while verbalizing instructions Overt External guidance – Adult verbalizes instructions while child performs Overt self-guidance – Child repeats instructions while performing Faded, overt self-guidance – The child whispers instructions while performing Covert self-guidance – the child silently things about the instructions (inner speech) while performin
Partition the classroom into small areas that give children numerous optionsProvide realistic toys that suggest certain activities and functions as well as more versatile objects that allow children to engage in fantasy and imaginationProvide enough toys and equipment to minimize potential conflicts, but keep them limited enough in number that children must share and cooperate
