Hi Class,
Please comment on the following:
1. Briefly describe Piaget's Theory of Cognitive Development.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Doc Raqui
Please comment on the following:
1. Briefly describe Piaget's Theory of Cognitive Development.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Doc Raqui
This comment has been removed by the author.
ReplyDelete7th, Cognitive Development
ReplyDelete1. Briefly describe Piaget's Theory of Cognitive Development.
Stages of Cognitive Development. Piaget identified four stages in cognitive development:
1. Sensorimotor stage (Infancy). In this period, intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because it’s based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbollic (language) abilities are developed at the end of this stage.
2. Pre-operational stage (Toddler and Early Childhood). In this period, intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates.
3. Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.
4. Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.
Citation: Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development.Educational Psychology Interactive.Retrieved on January 13, 2015 from http://www.edpsycinteractive.org/topics/cognition/piaget.html
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
The information processing theory approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information-processing perspective account for mental development in terms of maturational changes in basic components of a child’s mind. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli. This perspective equates the mind to a computer, which is responsible for analyzing information from the environment. Within this model, humans are routinely compared to computers
While Piaget’s Cognitive theory viewed of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so.
Atherton J S (2013) Learning and Teaching; Piaget's developmental theory retrieved on January 15, 2015 from http://www.learningandteaching.info/learning/piaget.htm
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Visual Learning Strategy
• Outlines
• Maps – mind maps, organisational charts, diagrams
• Highlighters
• Lists – bulleted points are easy to read
• Colour code
• Use of videos when possible
• Flashcards
• Visual Mnemonics
Auditory Learning Strategy
• Word associations and mnemonics
• Get the learner to explain what you have gone through back to you in their own words
• Get the learner to repeat facts and figures that they have to learn parrot fashion with their eyes closed to themselves
Kinesthetic/Tactile Learning Strategy
• Role play
•Get the learner to physically do it themselves
• Take them on a field trip
• Study in short bursts and give them frequent breaks
Hernandez S. Retrieved on January 13, 2014 from http://www.abcarticledirectory.com/
1.
ReplyDeleteThe Sensorimotor Stage: During this stage, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. It was his observations of his daughter and nephew that heavily influenced his conception of this stage. At this point in development, a child's intelligence consists of their basic motor and sensory explorations of the world. Piaget believed that developing is known as object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development. By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects.
The Preoperational Stage: At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the ideal of constancy. For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the option of choosing two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake-shape. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size.
The Concrete Operational Stage: Kids at this point of development begin to think more logically, but their thinking can also be very rigid. They tend to struggle with abstract and hypothetical concepts. At this point, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.
The Formal Operational Stage: The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
2.George A. Miller has provided two theoretical ideas that are fundamental to the information processing framework and cognitive psychology more generally. The first concept is `chunking' and the capacity of short term (working) memory. Miller (1956) presented the idea that short-term memory could only hold 5-9 chunks of information (seven plus or minus two) where a chunk is any meaningful unit. A chunk could refer to digits, words, chess positions, or people's faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory.
The second concept, that of information processing, uses the computer as a model for human learning. Like the computer, the human mind takes in information, performs operations on it to change its form and content, stores and locates it and generates reponses to it. Thus, processing involves gathering and representing information, or encoding; holding information or retention; and getting at the information when needed, or retrieval. Information processing theorists approach learning primarily through a study of memory.
3. Learning strategies
Visual strategies
>using flashcard
> outline making
>charts and maps
Kinesthetic
Experiment
role play
field trips
Auditory
videos
This comment has been removed by the author.
ReplyDelete1. Piaget was among other things, a psychologist who was interested in cognitive development. After observation of many children, he posited that children progress through 4 stages and that they all do so in the same order. These four stages are described below.
ReplyDeleteThe Sensorimotor Period (birth to 2 years)-During this time, Piaget said that a child's cognitive system is limited to motor reflexes at birth, but the child builds on these reflexes to develop more sophisticated procedures. They learn to generalize their activities to a wider range of situations and coordinate them into increasingly lengthy chains of behavior.
PreOperational Thought (2 to 6 or 7 years)-At this age, according to Piaget, children acquire representational skills in the areas mental imagery, and especially language. They are very self-oriented, and have an egocentric view; that is, preoperational children can use these representational skills only to view the world from their own perspective.
Concrete Operations (6/7 to 11/12)-As opposed to Preoperational children, children in the concrete operations stage are able to take another's point of view and take into account more than one perspective simultaneously. They can also represent transformations as well as static situations. Although they can understand concrete problems, Piaget would argue that they cannot yet perform on abstract problems, and that they do not consider all of the logically possible outcomes.
Formal Operations (11/12 to adult)-Children who attain the formal operation stage are capable of thinking logically and abstractly. They can also reason theoretically. Piaget considered this the ultimate stage of development, and stated that although the children would still have to revise their knowledge base, their way of thinking was as powerful as it would get.
2. Information-processing approaches are quantitative, whereas Piaget's theory is qualitative. In other words, information-processing approaches argue that children's thought processes change quantitatively over childhood--what changes is how much information they have and how it is organized. These theories do posit some changes in a few basic cognitive skills, such as memory and attention, but again, these changes are quantitative; the skill is the same throughout the life span, but there is an increase in the amount of information that can be handled.
Piaget thought that children fail to solve certain problems and appear to think differently from adults because they lack important cognitive structures.
3.Learning Strategies
a.Provide short, simple, and sequential directions, one at a time.
Students can better follow directions when they have to pay attention to and remember only one instruction at a time.
b.Use visual cues and modeling to reinforce oral directions or explanations.
Visual cues and modeling can serve as “outside memory” supporting WM. According to Wood, visual information (i.e., object and actions) is stored by three different systems of visual WM, which allows students to retain information through different types of visualization. Classroom application of modeling and visual cues has proven especially useful.
c.Make information meaningful by connecting the students’ prior experiences to the new information.
Students better remember information when it is familiar and meaningful to them. Using this strategy includes both activating students’ prior knowledge as well as discussing with students the reason for or benefit of learning the information.
d.Review information frequently.
Without frequent reviews, learners are likely to forget information. Students who review previously-mastered spelling words once a month are more likely to retain the knowledge of that spelling than students who never review spelling words until the end of the year.
Regular review not only helps students to better remember information, but it also allows them to connect prior knowledge to new information. The strategic integration of old and new information helps students to retrieve information from working memory.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteAnswer: Sensorimotor - the child learns by doing, looking, touching and sucking. The child also has a primitive understanding of cause-and-effect relationship. The child's object permanence appears around 9 month of age.
Preoperational - The child uses language and symbols, including letters and numbers. The child's egocentric traits are still evident. Conversation marks the end of the preoperational stage.
Concrete Operations - The child demonstrates conservation, reversibility, serial ordering, and mature understanding of cause-and-effect relationship. Thinking at this stage is evidently concrete.
Formal Operations - The child demonstrates abstract thinking, this includes logic, deductive reasoning, comparison and classification.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
Answer: Piaget’s stage theory of development is different from the information-processing theory in that Piaget’s theory suggests that development occurs through four distinct stages whereas the information processing theory leans more towards a continuous pattern of development. Both of these theories suggest that children can only hold on to so much information at one time, and limitations increase the younger the child is. It is very important that teachers recognize where their students are at developmentally and plan or adjust lessons accordingly.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
1. Provide students strategic visual materials because some students respond best to instruction that includes reading, posters, graphs and videos.
2. Provide students kinesthetic activities because some students benefit most from hands-on instruction, using manipulatives, role-playing or building things.
3. Provide students strategic auditory activities because some good methods to use with auditory learners include singing songs or listening to tapes that relate to content area to be studied and developing rhymes and mnemonics to help remember information.
1. Piaget Theory of Cognitive Development as meant that mental life begins with infant’s ability to interact with the physical environment using their bodies and as they do, to develop increasingly effective cognitive structures – as blueprints that allow us to organize and adapt to our world. Physical actions are joined by a growing awareness of how behavior affects the environment.
ReplyDelete2. Piaget’s theory has been challenged by other researchers, who found that infants develop some cognitive abilities earlier than Piagets thought. Piaget’s theory was built on observations of children especially his own, whereas other tested infants under more structured research conditions. While information processing is an approach to the goal of understanding human thinking in relation to how they process the same kind of information as computers.
3. Recall memory using short, long and mnemonics, in which visual cues are not used to remember something, improves during the second half of the first year a period of considerable brain development. Short term memory grows from 2 to 10 seconds. By 9 months babies long term memory for novel events extends to a day. They can imitate a simple action that they witnessed yesterday. Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information.One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeletePiaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. Also, cognitive development is a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment.
There Are Three Basic Components To Piaget's Cognitive Theory:
1. Schemas (building blocks of knowledge)
2. Adaptation processes that enable the transition from one stage to another (equilibrium,assimilation and accommodation)
3. Stages of Development:
• sensorimotor
• preoperational
• concrete operational
• formal operational
Source: http://www.simplypsychology.org/piaget.html
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
The Information Processing Theory consists of three main components, sensory memory, working memory, and long-term memory (see Figure 1). Sensory and working memory enable people to manage limited amounts of incoming information during initial processing, whereas long-term memory serves as a permanent repository for knowledge. In this entry, the information processing model will be used as a metaphor for successful learning because it is well supported by research and provides a well-articulated means for describing the main cognitive structures (i.e., memory systems) and processes (i.e., strategies) in the learning cycle.
Piaget's Theory Differs From Others In Several Ways:
• It is concerned with children, rather than all learners.
• It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors.
• It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Three Learning Strategies to Help Students' Encode, Store and Retrieve Information
1. Paired Associates Strategy
The Paired Associates Strategy is designed to help students learn pairs of informational items, such as names and events, places and events, or names and accomplishments. Students identify pairs of items, create mnemonic devices, create study cards, and use the study cards to learn the information.
2. LINCS Vocabulary Strategy
The LINCS Vocabulary Strategy helps students learn the meaning of new vocabulary words using powerful memory-enhancement techniques. Strategy steps cue students to focus on critical elements of the concept; to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study card; and to study the card to enhance comprehension and recall of the concept.
3. Listening and Note-Taking
Listening and Note-Taking is an easy-to-learn strategy that helps students identify and quickly capture important information during a lecture, sort main ideas anddetails as they write, and study their notes to earn the best test grades possible. Listening and Note-Taking is suitable for instruction in core subject courses as well as supplementalskill-based classes.
Source: http://www.ku-crl.org/sim/strategies.shtml
1. Briefly describe Piaget's theory of Cognitive Development.
ReplyDeleteAnswer: Piaget's theory of Cognitive development explains that children discover and construct knowledge through their own activity. He believed that intellect grows through assimilation and accomodation.
To explain his theory, Piaget used the concept of stages to describe development as a sequence of the four following stages:
a. The Sensory-Motor Stage extends from birth until approximately the age of two. During this stage senses, reflexes, and motor abilities develop rapidly.Understanding of the world involves only perceptions and objects with which the infant has directly experienced. Actions discovered first by accident are repeated and applied to new situations to obtain the same results. During this stage, the child develop object permanence.
b. The stage of concrete operations begins when the child is able to perform mental operations. Piaget defines a mental operation as an interiorized action, an action performed in the mind. Mental operations permit the child to think about physical actions that he or she previously performed. The preoperational child could count from one to ten, but the actual understanding that one stands for one object only appears in the stage of concrete operations.
c. Concrete Operations- As physical experience accumulates, accomodation is increased. The child begins to think abstractly and conceptualize creating logical structures that explain his/her physical experiences.
d. Formal operations-Cognition reaches its final form. By this stage, the person is no longer require concrete objects to make rational judgements.
2. How is Information Processing different from Piaget's Cognitive theory of development?
Answer: The difference is that, the Information Processing proposed that our brain is similar to computer where information is encoded, given meaning and combined with previously stored information to enact the task.This is a cognitive approach to understanding how the human mind transforms sensory information. Information that is received can take several paths depending on attention, encoding, recognition, and storage. The central executive feature controls how much information is being processed, though more primitive sensory areas of the brain first accept environmental input.
While Piaget's cognitive theory explains that the child plays an active role in the growth of intelligence and learns by doing. He regarded the child as a philosopher who perceives the world only as he has experienced it. Therefore, most of Piaget’s inspiration in cognitive and intellectual development came from observations of children. In fact, Piaget observed and studied his own three children through each stage of their cognitive development.
3. Give three strategies on how you can help your students encode, store and retrieve information.
Answer: The three strategies in order to help student to encode, store and retrieve information are:
a. Use mnemonic as an aid like mental pictures where the students will be able to remember visual pictures or images than words.Make images as vivid as possible. Also use mnemonic to make things meaningful. This will give terms meaning if they have little or no immediate meaning to you.Use mnemonic as to make information familiar. The students will be able to connect new information to what you already know. Give concrete examples.
b. Recitation- Recitation is repeating information aloud to improve memory. The students will recall more if they increase the amount of recitation in their study. It is better to read a page or a few paragraphs and then recite or practice recalling again and again.
c. Organization. Organization is an arrangement of materials to be learned that tremendously aids the students information processing. This is an arrangement of items in alphabetical order, or according to categories, historical sequence, size, shape or any other way that will make retrieval easier.
Q. Briefly describe Piaget's theory of cognitive development.
ReplyDeleteA. Piaget was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Piaget showed that young children think in strikingly different ways compared to adults. According to Piaget, children are born wit a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. The goal of Piaget's theory is to explain the mechanisms and processes by which infant, and the child, develops into an individual who can reason and think using hypotheses.
Three components of Piaget's theory:
A. Schemes (building blocks of knowledge)
B. Adaptation process that enable the transition from one stage to another (equilibrium, assimilation and accommodation)
C. Stages of development
- Sensorimotor
- Pre-operational
- Concrete Operational
- Formal Operational
(www.simplypsychology.org)
Q. How is information-processing different from Piaget's theory of development?
A. Information-processing theory, uses computer as a model to provide new insight into the human mind receives, stores, retrieves and uses information. This theory focused on the areas such as the gradual improvements in children's ability to take information and focus selectively on certain parts of it and their, increasing attention spans and capacity for memory storage. (www.psychology.jrank.org)
Piaget views cognitive development as an orderly four stage process which can take place at different rates but is constant in sequence. While information-processing theory views cognitive development as an ongoing process where individuals increase: short term memory capacity, long term knowledge, and the use of strategies throughout their life. Piaget's stage theory suggests that the cognitive limitations are based in what developmental stage the child is in. While, Information processing theory suggest that limitations are due to a childs functional short-term memory capacity which linked to age. (www.agnieszkawooters.wordpress.com)
Q. Give three learning strategies on how you can help your students encode, store and retrieve information.
A. Learning Strategies.
1. Cognitive learning strategies
-rehearsal strategies for memory
-Elaboration strategies for understanding
- Organizational strategies for memory and understanding
2. Mnemonics - techniques for improving rote learning
3. Repeated reading and writing - repetition will help to store information in your long term memory
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteTheory of Cognitive Development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult's point of view. Piaget categorizes the stages of cognitive development of the child into four development stage such as sensorimotor, preoperational, concrete operational and formal operational., every stage is associated with certain age. Hence, the development progressing ages are just a basic guidelines which labels the development of a child in general but it is not fixed for all human beings as it might vary for some.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
Information Processing Theory- is another theory that has been used to explain children's cognitive development during middle childhood. Basically, this theory describes how children retain, organize, and use information while learning and how these abilities change over the course of children's cognitive development. This is a single minded theory that views children squarely in terms of their ability to consume, digest and regurgitate information. Accordingly, children take "inputs" from their experiences, process them internally, and create behavioral "outputs." There are no specific developmental stages associated with this theory. Instead, children's attention and memory abilities are thought to undergo more or less continuous improvement. The major utility of information processing theory with regard to the middle childhood time period is that it provides concepts and language useful for understanding children's mental abilities in the context of school environments and tasks.
Piaget's theory -is a comprehensive theory about the nature and development of human intelligence. It was first developed by a Swiss developmental psychologist, Jean Piaget (1896–1980). Piaget believed that one's childhood plays a vital and active role to the growth of intelligence, and that the child learns through doing and actively exploring. The theory of intellectual development focuses on perception, adaptation and manipulation of the environment around them
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
a. Use Visual aids - by this technique learners will be able to retain information by simply recognizing the visuals used
b.Reading and writing - this will help in the memorization of the students
c.Recitation - students will be able to think and recite the information's that has been taught.
1. Stages of Cognitive Development. Piaget identified four stages in cognitive development:
ReplyDeleteThe Sensorimotor Stage: During this stage, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. At this point in development, a child's intelligence consists of their basic motor and sensory explorations of the world. Piaget believed that developing is known as object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development.
The Preoperational Stage: At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the ideal of constancy.
The Concrete Operational Stage: Kids at this point of development begin to think more logically, but their thinking can also be very rigid. They tend to struggle with abstract and hypothetical concepts. At this point, children also become less egocentric and begin to think about how other people might think and feel.
The Formal Operational Stage: The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
Citation: http://www.markedbyteachers.com/gcse/health-and-social-care/very-briefly-describe-piaget-s-stages-of-cognitive-development-and-explain-what-he-meant-by-saying-that-young-children-are-egocentric-use-experimental-evidence-to-consider-this-claim.html
2. The information-processing approach views the human mind as a system that processes information. Using this perspective tries to describe and explain changes in the processes and strategies that lead to greater cognitive competence as children develop. Information-processing system does not change with development; instead development occurs through changes in the efficiency of the processes applied to the information. While Piaget’s Cognitive theory viewed focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult's point of view. In other words, cognitive development is the emergence of the ability to think and understand.
3. Learning Strategies:
Metacognitive Learning: Reflecting upon your own thinking and learning
- Organize/Plan Your Own Learning
- Manage Your Own Learning
- Monitor Your Own Learning
- Evaluate Your Own Learning
Task-Based Learning: focus on how students can use their own resources to learn most effectively.
- Strategies That Use What You Know
- Strategies That Use Your Imagination
- Strategies That Use Your Organizational Skills
- Strategies That Use a Variety of Resources
Reciprocal Questioning: The facilitator provides question stems, such as the following:
- Comprehension Question Stems
- Describe...in your own words.
- What does...mean?
- Why is...important?
- How could...be used to...?
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeletePiaget’s theory of cognitive development is concerned with children, rather than all learners. It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors. The goal of the theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
1st – repetition of words, knowledge, and information. I believe that repeating what had been discuss to students will help them retain information.
2nd – formulating mnemonics on their own. It helps students make complex information turn into simple one.
3rd – involve activities and as possible it could be, get out of the classroom, have activities outside the class,, field trips, etc.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteAccording to Jean Piaget's Theory of Cognitive Development, children progress through a series of four key stages of cognitive development. Each stage is marked by shifts in how kids understand the world.
The four distinct stages are :
1. The sensorimotor stage - from birth to age 2. During this stage, infants and toddlers acquire knowledge through sensory experiences and manipulating objects.
2. The pre-operational stage - from age 2 to about age 7. At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people.
3. The conrete operational stage - from age 7 to 11. At this point, children begin to think logically and become less egocentric and begin to think about how other people might think and feel.
4. The formal operational stage, which begins in adolescence and spans into adulthood. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
Piaget views cognitive development as an orderly four stage process which can take place at different rates but is constant in sequence. while Information-processing theory views cognitive development as an ongoing process where individuals increase short-term memory capacity, long-term knowledge, and the use of strategies throughout their life. Both theories agree that children will be limited in their thinking abilities throughout their cognitive development. Piaget’s stage theory suggests that the cognitive limitations are based on what developmental stage the child is in while according to the information-processing theory, it suggests that limitations are due to a child’s functional short-term memory capacity which is linked to age.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information
Learners have different learning styles hence teachers should know what learning strategies to employ in order to be effective in achieving his end goal -- that is, for all his students to learn.
Having said that, I believe that since Visual, Auditory and Kinestetic or VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement), it is best to employ this learning strategy since it allows all learners the opportunity to become involved, no matter what their preferred style may be. thus , increasing the learning rate of the learners.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteJean Piaget conceptualized a theory about cognitive development. He divided cognitive learning into four stages. The first stage is “The Sensorimotor stage” wherein babies from birth to 2 years old would understand the world only through their senses. What they see, smell, taste, touch and hear. The second stage is “The Preoperational thought.” This stage takes place when a child turns two to seven years of age. The child starts to do some make believe plays, and use their imagination to create a world of their own. Although in this stage, they do not yet understand the concrete reality. The next is the “Concrete Operational Stage.” It occurs between the ages seven to eleven years old. This stage is characterized by appropriate use of logic. Children start solving problems logically and incorporate inductive reasoning. The last stage is “Formal Operational stage.” This stage goes with adolescence until adulthood, roughly starts at age eleven years old. Intelligence is demonstrated through the logical use of symbols related to abstract concepts. At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
In the Information Processing, our minds are viewed and compared to that of computers wherein stimuli from our environment pass through a process starting with our senses then goes to our brain through our neurons where it is processed and stored and then parts of our body give an output in form of observable behavior. Here there is more concern in how the information/ stimuli is processed while as described above Piaget’s theory is corned with how a child develops the process of learning.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Instructional materials - in this time, this is one of the best strategies available only through professional development sessions conducted by a teacher. Technology is the fastest way to disseminate information.
The Visual Imagery Strategy - Students visualize the scenery, characters, and action and describe the scenes to themselves.
The Self-Questioning Strategy - helps students create their own motivation for reading. Students create questions in their minds, predict the answers to those questions, search for the answers to those questions as they read, and paraphrase the answers to themselves.
1. Briefly describe Piaget's Theory of Cognitive Development.
ReplyDeleteAccording to psychologist Jean Piaget, children progress through a series of four key stages of cognitive development. Each stage is marked by shifts in how kids understand the world. Piaget believed that children are like "little scientists" and that they actively try to explore and make sense of the world around them. Through his observations of his own children, Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood.
2. How is Information Processing different from Piaget's Cognitive Theory of Development?
The information processing approach is based on a number of assumptions, including:
(1) information made available by the environment is processed by a series of processing systems (e.g. attention, perception, short-term memory);
(2) these processing systems transform or alter the information in systematic ways;
(3) the aim of research is to specify the processes and structures that underlie cognitive performance;
(4) information processing in humans resembles that in computers.
While Piaget’s Cognitive Theory of Development, states that the transition from preoperational to concrete operational thought, at about five to seven years of age, corresponds with entry into formal schooling. While children in the preoperational stage are able to internally represent reality through the use of symbols such as language and mental images, concrete-operational children move beyond this simple mental representation of objects and actions and are able to logically integrate, order, and transform these objects and actions. For instance, because preoperational children cannot integrate information about height and width simultaneously, they are unable to recognize that water poured from a short, wide container into a tall, narrow container represents the same volume of water. Yet once they reach the age of reason, their maturational level converges with their accumulated experiences to facilitate a qualitative shift toward concrete operational thinking.
3. Give three learning strategies on how you can help your students' encode, store and retrieve information.
Visual
• Uses visual objects such as graphs, charts, pictures, and seeing information
• Can read body language well and has a good perception of aesthetics
• Able to memorize and recall various information
• Tends to remember things that are written down
• Learns better in lectures by watching them
Auditory
• Retains information through hearing and speaking
• Often prefers to be told how to do things and then summarizes the main points out loud to help with memorization
• Notices different aspects of speaking
• Often has talents in music and may concentrate better with soft music playing in the background
Kinesthetic
• Likes to use the hands-on approach to learn new material
• Is generally good in math and science
• Would rather demonstrate how to do something rather than verbally explain it
• Usually prefers group work more than others