SIR-MARLON-REPORT-TOMMOROW about cognitive-1.pptx

Jean Piaget's theory of cognitive development suggests that children move through four different stages of learning. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence

1. LESSON 1. PIAGET’S COGNITIVE DEVELOPMENT KEITH PALARCA. ENTERA BSED ENGLISH 1

2. COGNITIVE LEARNING DERIVES ITS MEANING FROM THE WORD COGNITION, DEFINED AS MENTAL ACTION OR PROCESS OF ACQUIRING KNOWLEDGE AND UNDERSTANDING THROUGH THOUGHT,EXPERIENCES AND THE SENSES. IN THE PROCESS THEY ACTIVELY ENGAGED IN MENTAL ACTIVITIES INVOLVING PERCEPTIONS, THINKING, AND RELYING ON THEIR MEMORY AS THE PROCESS OF NEW EXPERIENCES.

3. IN THIS CHAPTER, YOU ARE EXPECTED TO EXPLAIN THE MEANING OF COGNITIVE LEARNING THEORIES, DIFFERNTIATE THE COGNITIVE LEARNING THEORIES BY CITING THEIR KEY FEATURES, CITE EMPIRICAL PROOFS OF THE COGNITIVE LEARNING THEORIES; AND IDENTIFY THE TEACHING IMPLICATIONS OF THE COGNITIVE LEARNING THEORIES.

4. JEAN PIAGET IS A SWISS PSYCHOLOGIST KNOWN FOR HIS WORK ON CHILD DEVELOPMENT. HE INTRODUCED THE CONCEPTS OF SCHEMA,ASSIMILATION, AND ACCOMODATION. SCHEMA OR SCHEMATA IN PLURAL IS A PERSON WAY OF ORGANIZING KNOWLEDGE. COHESIVE REPETABLE ACTION SEQUENCE THE ARE TIGHLY INTERCONNECTED AND GOVERNED BY A CORE MEANING. LIKE THE CENTRAL PROCESSING UNIT OF COMPUTER. IT IS AN INDIVIDUAL FILES REPRESENTING ASPECTS OF THE WORLD LIKE OBJECTS, ACTIONS AND CONCEPTS BY PIAGET (1952).

5. ASSIMILATION IS A PROCESS OF TAKING NEW INFORMATION INTO THE EXISTENCE SCHEMATA. ACCOMODATION INVOLVES CHANGING OR ALTERING EXISTING SCHEMAS OWING TO A NEW INFORAMTION. THE BALANCE OF ASSIMILATION AND ACCOMODATION IS ACHIEVED THROUGH MECHANISM IS CALLED EQUILIBRATION. IF THE PERSON IS UNABLE TO TAKE A BALANCE OF THESE TWO PROCESSES THIS CALLED DISEQUILIBRIUM. ADAPTED FROM MCLEOD ( 2018)

6. STAGES OF COGNITIVE DEVELOPMENT ADAPTED FROM WOOLFOLK (2016) SENSORIMOTOR STAGE- FROM BIRTH - 2 YEARS OLD CHILDREN AT THIS STAGE THINK THROUGH WHAT THEY SEE,HEAR,MOVE ,TOUCH AND TASTE. OBJECT PERMANENCE THAT OBJECT STILL EXISTS EVEN IF NOT WITHIN THE SIGHT OF THE CHILD. THE GOAL-DIRECTED ACTIONS THE CHILDREN DO NOT THINK ABOUT WHAT THEY DO ALL THESE ACTIONS ARE INSTINCTIVE AND INVOLUNTARY.

7. PREOPERATIONAL STAGE- (2-7 YEARS OLD) CHILDREN HAVE NOT YET MASTERED MENTAL OPERATIONS BECAUSE THEY USE ACTIONS SCHEMES CONNECTED TO PHYSICAL MANIPULATION NOT LOGICAL REASONING. OPERATIONS IT MEANS ACTIONS A PERSON CARRIES OUT BY THINKING THEM THROUGH INSTEAD OF PERFORMING THEM. (WOOLFOLK,2016) SEMIOTIC FUNCTIONS CHILDREN ABILITY TO FORM AND USE SYMBOLS TO REPRESENT A PHYSICAL ACTIONS AND REALITY.

8. CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD) ABILITY TO ENGAGE IN HANDS ON THINKING CHARACTERIZED BY ORGANIZED AND RATIONAL THINKING. REVERSIBLE THINKING WHICH MEAN THINKING BACKWARD FROM END TO BEGINNING (WOOLFOLK, 2016). IT IVOLVES CONSERVATION AND DECENTRATION CONSERVATION IS THE BELIEF THAT WHATEVER THE APPERANCE OF THE OBJECTS, FOR AS LONG AS THERE IS NOTHING TOADDED OR DECREASED,THE NUNMBER OR AMOUNT WOULD STILL REMAIN THE SAME.

9. DECENTRATION ABILTY TO FOCUS ON MORE THAN ONE DIMENSION OF AN OBJECT AT A TIME. THAT THE SMALLER BUT WIDER GLASS CONTAINST THE SAME AMOUNT OF THE TALLER BUT NARROWER GLASS. CLASSIFICATION IS ANOTHER SKILL IN THIS STAGE. IT HAS ABILITY TO GROUP SIMILAR OBJECTS IN TERMS OF COLOR,SHAPE,USES. SERIATION ABILTY TO ARRANGE OBJECTS ACCORDING TO SIZE.

10. FORMAL OPERATIONAL STAGE (12 YEARS AND UP) CHILDREN ENGAGE MENTAL PROCESSES INVOLVING ABSTRACT THINKING AND COORDINATION OF SOME VARIABLES (WOOLFOLK,2016) HYPHOTHETICAL DEDUCTIVE REASONING ARE CAPABLE GIVING DEDUCTIONS AS THEY SYSTHEMATICALLY EVALUATES THEIR OBSERVATION AS WELL AS THEIR ANSWERS. ADOLESCENT EGOCENTRISM ASSUMTION THAT ALTHOUGH OTHERS HAVE DIFFERENT BELIEFTS,EVERY INDIVIDUAL SHARE THOUGHTS,FEELIMGS AND CONCERNS.

11. T e a c h ing Implications o f P i a get's C o g n itive Development T h e o r y B e r k 2 1 3 S ummary O f t e a c h ing Implications derived from Piaget's theory of Cognitive Development

12. 1 . F O C U S O N T H E P R O CESS O F C H I L D R E N'S T H I N K ING , N O T J U ST I T S P R O D UCTS

13. 2 . R E C O GNITION O F T H E C R U C I AL R O L E O F C H I L D R E N'S S E L F I N I TIATIVE , A C T I V E I N V O L V E M E N T I N L E A R NING A C T I V I TIES

14. 3 . A D E - E M P H A SIS O N P T A C T I C E S A I M E D A T M A K I N G C H I L D R E N'S A D U L T L I K E I N T H EIR T H I N K ING .

15. 4 . A C CEPTANCE O F I N D I V I DUAL D I F F ERENCES I N D E V E LOPMENT P R O G R E S S .

16. T H A N K Y O U 🧡