1. EDU70004 Teaching the Growing Child Assignment 1 Children's Cognitive and Moral Development Presentation by Sharyn Graham Student ID: 100050131

2. Two Key Cognitive Development Theorists (Jean Piaget in Ann Arbor by unknown) Jean Piaget (1896 – 1980) Lev Vygotsky (1896 – 1934) (Portrait of Lev Vygotsky, Russian Psychologist by unknown) Jean Piaget’s theory of cognitive development suggests that children learn through stages, hands on experiences and imitation. His theory was made up of three key components these are: (Meggitt, 2012) 1.Schemas Linked actions and behaviours that a child can generalise and use in a variety of different situations. 2.Adaptation including: Assimilations; Accommodation; and Equilibrium. 3.His Four Stages of Development which are Sensorimotor (0- 18 months); Preoperational (18 months – 7 years); Concrete operational (7 years – 12 years); and Formal operational (12+ years). Lev Vygotsky (1896-1934) defined intelligence as ones capacity to learn from others. (McLeod, 2007) His Social Development Theory asserts three major themes these are: 1.Social Interaction; 2.The More Knowledge Other (MKO); and 3.The Zone of Proximal Development being the gap between what a learner knows and what they can learn with help. The Zone of Proximal Development is when learning occurs.

3. Two Key Moral Development Theorists Lawrence Kohlberg (1927 – 1987) Elliot Turiel (1938) Lawrence Kohlberg’s moral development theory is defined by three levels and within those 6 sub stages. These stages describe the process in which people learn right from wrong. He believed the stages were sequential whereby each stage built on the understandings learned from the previous stages. (McLeod, 2011) These levels are: Elliot Turiel (1938) created a theory which proposes that people acquire moral concepts about family, others welfare and rights in early childhood. This knowledge continues to develop during childhood and into adolesces. (International Encyclopedia of the Social Sciences. 2008) His Moral Domain Theory defined that there are three key domains: 1.Moral (including issues of harm, welfare, fairness and rights) 2.Social (norms and social rules) 3.Physiological (understanding views of themselves and others.) Unlike Kohlberg whose theory was based on stages reached sequential, Turiel believes that all three domains can evolve at once. In the moral domain, actions have effects on others so morality is concerned with fairness, welfare, and harm. ( Moral development in children: Theories, stages, impact (2010) http://bit.ly/WlDYuu) http://bit.ly/WlDYuu 7 Conventiona l Stage 3 – Valuing views of others Stage 4 – Society Post- Conventiona l Stage 5 – Social Contract Orientation Stage 6 – Following self chosen ethical principles Pre - Conventiona l Stage 1 – Obedience and Punishment Stage 2 – Self Interest Levels

4. Teachers can benefit from understanding the theories of cognitive learning as it allows them to understand how children think, learn and comprehend at various stages in their lives. Understanding of theories such as Piaget’s four stages of cognitive development, allow teachers to have insight into how their students are observing, experiencing and learning in the world around them. Vygotsky’s theory outlines to a teacher their role as the More Knowledge Other (MKO) and how to utilise the Zone of Proximal Development (ZPD). Knowing the present level of a student’s ability gives the teacher the base to apply the appropriate support. Enabling them to ensure that their students can maximise their learning potential. The benefits in teachers knowing how moral development occurs in their students is that as a child grows their understanding of right and wrong develops. This moral development progress grows from rule following and looking to adults for guidance; to being able to appreciate more advanced views of moral dilemmas themselves. (Shumaker & Heckel, 2007) By understanding how a child views right and wrong allows the teacher to guide and help correct behaviours when needed by providing relevant examples or actions that are appropriate to that child. Why is it important for teachers to have an understanding of cognitive and moral development? (Piaget’s Four Stages of Cognitive Development by unknown) (The ZPD After Teaching has Occurred by unknown)

5. Knowing about these theories of cognitive and moral development will help me in my teaching practices as it gives me insight into how students have been learning and how over time they will develop to ensure I can maximise their learning potential. By understanding how children develop, apply and adapt schemas to life will let me successfully support students in growing their understanding of the world around them. Being aware of the current level of knowledge of my students I can apply the right level of scaffolding support, for the right period of time, to successfully keep their interest in the task assigned. This allows me to make sure the task is not too hard or easy, keeping them engaged in the learning. Knowing their current level of processing right from wrong, when situations arise I can provide relevant examples to best convey the desired behaviour. I can then do this in a manor that they can understand, apply and lets them feel part of the environment they are in. It will allow me to teach them that actions have effects on others and as they grow and begin to self-guide on what is right and wrong. How will knowing about these theories of cognitive and moral development help you in your teaching practice? (Child Learn by unknown)

6. An example of the application of cognitive development in the classroom is teaching size sorting to grade 1 students. In this activity various sized blocks are given to the students. They are asked to arrange the blocks from smallest to largest. The teacher by applying scaffolding support techniques observes how the children react to the task. They can then apply assistance to the children to complete the task as required. They can assist by showing them an example by comparing one block against the other. They can continue support until the child has grasped the activity and happily continues unaided. This activity allows the child to use play, previous experiences and others to learn about size. The teacher needs to ensure during the activity that the child is engaged in a Zone of Proximal Development. Doing this will results in their ability being stretched thus enabling them to learn but not resulting in them becoming frustrated or board. An example of the application of cognitive development in the classroom: Size Sorting

7. An example of the application of moral development in the classroom is to have a discussion with a ‘What if” situation regarding finding money. In this example the students are in grade 4. In the classroom the teacher asks the students about a moral dilemma. She’s asks, “What if you were out shopping with your parents and you see a lady drop $10 and walk away unaware. What should you do?” She calls on students to give their perspective and discuss with the class. As the group reach a decision the teacher challenges them by asking, “What if you are walking your dog in the park and find $10 and there is no one around, do you still need to give it back?” Students at this ages border the Pre Conventional to Conventional levels of Kohlberg’s stages of moral development. They will start thinking less about the black and white rules they have been told to live by and now start to value views of others and what society thinks. An example of the application of moral development in the classroom: “What If” (Australian $10 note by unknown) (Dog by unknown)