1. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTER 2 Cognitive & Language Development

2. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 2 1.1 An Overview of Child Development Development: The pattern of biological, cognitive, and socio- emotional changes that begins at conception and continues through the life span.

3. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 3 1.4 Issues in Development Three main theoretical issues arise: 1.Maturation and Experience The nature-nurture debate 2.Continuity and Discontinuity Gradual or step-wise change 3.Early and Later Experience The degree to which early (infancy and early childhood) and later experiences determine and influence development.

4. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 4 1.5 Physical Development Growth in Childhood –Myelination- A process in which many cells of the brain and nervous system are covered with an insulating layer of fat cells –Gross motor skills Large-muscle activities such as running –Fine motor skills Finely tuned movements, such as the finger dexterity required for writing, drawing, using scissors.

5. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 5 2.0 Piaget’s Theory: Cognitive Processes Schema Assimilation Accommodation Organization Equilibration A framework to organize and interpret information. The ability to incorporate new knowledge into existing knowledge. The ability to adjust schemas to the environment. Grouping isolated behaviours into a higher order. A shift, a resolution of conflict to reach a balance.

6. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 6 Each is age-related and distinctive. Each stage is discontinuous from and more advanced than another. 2.1 Piaget’s Four Stages

7. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 7 2.7 Concrete Operational Stage: Classification When shown a family tree of four generations, the child who has achieved the concrete operational stage can classify the members vertically, horizontally, and obliquely.

8. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 8 2.9 Piaget’s Theory: Teaching Strategies Manipulate groups of objects Reduce egocentrism Draw conclusions and explain why Assign operational tasks Propose problems and form hypothesis Suggest alternative approaches to problems Create hierarchical outlines Preoperational Thinkers Concrete Operations Formal Operations

9. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 9 2.13 Vygotsky’s Theory The Zone of Proximal Development (ZPD) ZPD Learner can do work with the assistance of teacher or competent peer Learner can do work alone Scaffolding

10. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 10 2.13 Vygotsky’s Theory Stresses the importance of Language and Thought Develop independently of each other Have external or social origins Scaffolding –Teachers adjust level of support as performance rises –Social aspect of learning

11. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 11 2.13 Case’s Theory Neo-Piagetian Cyclical Stage Theory: Development = progression through 4 stages Sensorimotor (0 – 1.5 yrs) - cause and effect focus Interrelational – 1.5 – 5 yrs - cause and effect deepens Dimensional - 5 – 11 yrs - multi dimensional focus Vectorial (11 – 19 yrs) - second order categorization Patterns for each stage – “substages” Progression through stages result from improvements in working memory

12. Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 12 2.15 Comparing the Theories PIAGETCASEVYGOTSKY ConstructivismCognitive constructivist Neo-piagetian (blend of cognitive and social constructivism) Social constructivist StagesStrong emphasis on stages Cyclical Stage Theory – 4 stages with substages No stages proposed Key TermsSchema, assimilation, accommodation, operations, conservation, hypothetical- deductive reasoning Sensorimotor; interrelational, dimensional, and vectorial stages Central conceptual structures for meaning making Gains from - automatization; neurological maturation (myelinization, growth and pruning) and cultural experiential factors Zone of proximal development, language, dialogue, tools of the culture Role of language Minimal; cognition directs language Important role along with culture and experience Major role; plays a powerful role in shaping thought EducationMerely refines child’s cognitive skills that have already emerged Important role in providing experiential and cultural support for growth and development Central role in helping children learn tools of the culture