Cognitive Development Sonoma State University认知发展森诺玛州立大学.ppt

Cognitive Development Jean PiagetCognitive Development Theory Kinds of Knowledge physical knowledge logico-mathematical knowledge social knowledge Constructivism children are active learners, not passive observers organize their knowledge into schemes schemes change through assimilation accommodation Stages of Cognitive Development children’s schemes change over time, cognition develops in stages, not gradually each stage builds on accomplishments of prior stage Sensori-motor Stage ages birth – 2 years old infant uses senses and motor abilities to explore first explorations are innate reflexes goal-directed behaviors object permanence Preoperational Stage ages 2-7 child uses mental representations of objects play moves from using real objects to more complex play child’s thinking is perception-bound, egocentric, irreversible, centrated, intuitive, animistic Concrete operations ages 7-11 child uses logical operations ability to conserve think flexibly seriate classify with more than 1 attribute and with hierarchical thinking Formal operations ages 12 and up child uses logical operations in a systematic fashion can think abstractly hypothetico-deductive thinking Contributions of Piagets Theories to Current Practice focus on active, hands-on learning play is important sensitivity to a childs current level of understanding acceptance of individual differences Criticisms of Piagets Ideas research methods underestimated the abilities of younger children didnt adequately consider the role of culture and experience in children’s undertaking of his tasks stage theory Lev VygotskySocio-cultural theory Importance of culture and society on a child’s learning knowledge is socially constructed culturally determined Importance of interactions with more-abled members of the society zone of proximal development scaffolding Language is the foundation of all higher cognitive processes private speech inner speech Development is continuous, not occurring in stages Con