2. Cognitive Learning Theory Group 2: Akilah Al-Din Olabisi Asaya Sylvia Chamberlain Daniel Cheptumo

3. Cognitive development focuses on the mental activities in which a person engages in perception, categorization, understanding, inference drawing, logical reasoning, problem solving, imagination, and memory.

4. There are several early childhood theorists that focus on the Cognitive Learning Theory. They are: Jean Piaget Lev Vygotsky Wolfgang Kohler Robert Gagne Cognitive Theorists

5. Wolfgang Kohler

6.  Köhler gained fame with his studies on cognitive processing involved in problem-solving by animals.  Köhler argued that animals do not learn everything through a gradual trial-and-error process, or stimulus-response association. His tests in Tenerife in the 1910s with chimpanzees suggested that these animals solved problems by understanding - like human beings, they are capable of insight learning, the "aha!" solutions to problems.  Köhler also discovered with von Restoff the isolation effect in memory, contributed to the theory of memory and recall, and developed a non-associationist theory of the nature of associations.

8. Robert Gagne believes that it is important to provide proper conditions for learning. The 9 Events of Instruction for several types of learning are: 1.Gaining attention 2.Informing the learner of the objective 3.Stimulating recall of prerequisite learning 4.Presenting new material 5.Providing learning guidance 6.Eliciting performance 7.Providing feedback about correctness 8.Assessing performance 9.Enhancing retention and recall Robert Gagne

9. Jean Piaget

10. Stages of Cognitive Development Stage Characterized by Sensorimotor (Birth-2 yrs) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) Pre-operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems

11. Lev Vygotsky

12. * Vygotsky asserts that the most fruitful experience in a child's education is his or her collaboration with more skilled partners. *Vygotsky explains that the more experienced partner provides help in the way of an intellectual scaffold, which allows the less experienced learner to accomplish more complex tasks than may be possible alone (Stone, 1995; McClellan, 1994). *Within a multiage setting, many opportunities exist for interaction between children of different ages, experiences, and developmental levels. Lev Vygotsky

13. The learning cycle integrates the three phases of learning: exploration, conceptual invention and discovery (Based on Charles R. Barman, An Expanded View of the Learning Cycle: New Ideas About an Effective Strategy.

14. Summary Given that the Cognitive Learning Theory focuses on the how information is processed, it is imperative, that once the teacher has identified the area in which a child is weak in; that they are engaged in interactive learning to reinforce the skills they have, build upon and strengthen them.

16. Conclusion  Technology can play a vital roll in cognitive development.  The website: www.KidBiz.3000.com demonstrates how cognitive learning can take place using a computer with child friendly software.  As teachers we must build upon the knowledge that young people possess and make learning fun again, no matter what age or grade they are in.

17. Credits Ormrod, Jeanne E. Child Development and Education. Pearson Education 2002. 110,114. Roblyer, M.D. Intergrating Educational Technology Into Teaching. Pearson Educational, Inc. 2006.38,39.