1. Cluster 2 Anita Woolfolk’s Educational Psychology
OVERVIEW:
Development
Piaget
Stages of Cognitive Development
Vygotsky
Language

2. Development Types of development? Principles of Development Physical
Personal
Social
Cognitive
Maturation
Principles of Development
different rates
orderly
gradual

3. The Brain and Cognitive Development QUIZ
Identify the areas of the brain that are responsible for the following functions.
a. left hemisphere b. right hemisphere c. Wernick’s area
d. Broca’s area e. auditory cortex f. visual cortex
g. motor cortex
_____ receiving language/sound
_____ processing language
_____ connecting meaning with particular words
_____ receiving visual signals
_____ setting up grammatically correct ways of expressing an idea
_____ processing spatial-visual information
_____ handling emotions (non-verbal information)
_____ movement on the righ side of the body

4. Piaget’s Theory of Cognitive Development
Thinking processes change radically from birth through
maturity as we are constantly striving to make sense of the
world through 3 basic factors:
1. Biological maturation
2. Activity
3. Social Experience
How do we respond to this?
1. Organization
2. Adaptation-assimilation and accommodation
Equilibration is a balance among organization, assimilation and accommodation
Disequilibration is a failure of a scheme to produce a satisfying result—search will then continue through assimilation and accommodation

5. Piaget’s 4 Stages of Cognitive Development
Piaget cont…
Piaget’s 4 Stages of Cognitive Development
Infancy (0-2)
Early Childhood to Elementary (2-7)
Later Elementary to Middle School Years (7-11)
4. Junior and Senior High (11-15)
Criteria: Order is fixed
Stage theory not age theory
Old becomes new through modification and expansion
End of one stage is the starting point for the next

6. PIAGET’S Stage 1-Infancy: The Sensorimotor Stage
Thinking involves everything gained through senses and body movements
Object permanence is lacking
Goal-directed actions
Stage 2- Early Childhood to Elementary Years: Preoperational Stage
2-7 years
Difficulty with use of operations-reversible thinking
Formation and use of symbols
Semiotic functions
Collective Monologue
Due to lack of reversibility
egocentric
not able to decenter, calssify. conserve, and seriate

7. Stage 3-Later Elementary to Middle School: Concrete Operational Stage
7-11 years
Complete and logical system of thinking
Capable of concrete problem solving and reversibility of operations
“Hands-on” thinking
conserve matter
seriate
classify
decenter
identity
compensation
Stage 4-Junior and Senior High: Formal Operational Stage
Age (not all reach this stage)
Hypothetico-deductive and inductive reasoning
Systematically generate possibilities for given situation
consider alternatives
adolescent egocentrism
not all reach this stage, not necessary for survival

8. Lev Vygotsky’s Sociocultural Perspective
Sociocultural Theory
Children watch interactions among people in their world, interact with others and make use of these interactions in their own development.
What Vygotsky believed:
-development accomplishments depend as much on the influence of the social and other environments as they do on sheer maturation
-Language is essential for cognitive development
a. through social interaction, language gives learners access
to knowledge others already have
b. language provides learners with cognitive tools that allow
them to think about the world and solve problems
c. language gives us a means to for regulating and reflecting
on our own thinking

9. Language and Private Speech
Vygotsky cont…
Cultural Tools
Language and Private Speech
allows younger children to guide behavior and thinking
Transitions to private speech-help solve problems
Children using private speech are communicating with themselves
Self-regulation
Parent tells child “NO” when in danger
Child says no to another child in the same predicament
Child says no to self
Use of quiet-inner speech to self regulate
Implications of Vygotsky’s Theory for Teachers:
1. Assisted Learning
2. Scaffolding
3. Zone of Proximal Development
4. Collaborative Learning

10. Language Development in the School Years
Pronunciation- distinctive sounds of a language
by first grade most phonemes mastered
Intonation-word emphasis may still be problematic
Syntax- order of words in sentences/phrases
early elementary school years
elementary-complex grammatical structures first understood, then used
Vocabulary and meaning
first word spoken, adds up quickly to months approximately 50 words, first sentences can begin at 18 mos., between ages of 2 and 4 children double vocabulary every 6 months
average 6 year old has vocabulary of 8,000-14,000 words, 9-11 years, 5000 words added

11. Key Differences Among Piaget and Vygotsky
development precedes learning
person must be in a certain stage to grasp certain concepts
development is due primarily to biological growth and efforts to make sense of the world
Vygotsky
development and learning influence each other
cognitive development progresses as children learn
emphasized importance of social interaction and child’s culture