Theme 4: Cognitive development and learning.

  1. Cognitive development.

Universal stages of development: He proposed that kids progress through the same distinct stages, marked by shifts in how they understand the world.

Adaptation as learning: Influenced by biology, Piaget viewed learning as an active process of adaptation. Kids construct schemas through interacting with the environment.

Focus on how kids think: Piaget investigated how thinking changes qualitatively, not merely increased knowledge.

  1. How kids construct knowledge.

Active learners: Kids aren't passive; they actively build understanding through interacting with the environment.

Adaptation: Piaget's two key processes.

Stages of development: Piaget proposed universal stages where kid's thinking is qualitatively different at each stage.

Equilibrium: Seeks a balance between assimilation and accommodation to achieve cognitive equilibrium and make sense of the world.

Cognitive schemes: Kids develop schemas to organise and understand their experiences.

Assimilation: Fitting new experiences into existing schemas.

Accommodation: Modifying schemas when they don't fit new information.

  1. Stages of cognitive development.

Concrete operational stage (7 -11 years).

Formal operational stage (11 + years).

Preoperational stage (2 - 7 years).

Sensorimotor stage (0 - 2 years).

Key development: Object permanence, basic sense of self.

Learning through action: infants explore using senses and movement.

Egocentrism: Inability to see things from another's viewpoint.

Centration: Focusing on one aspect of a situation at a time.

Symbolic thought: Kids use words and images to represent things.

Conservation: Understanding that changing an object's appearance doesn't change its basic properties.

Decline of egocentrism: They begin to take other's perspectives into account.

Logical reasoning about the concrete: Can reason logically about real objects and events.

Systematic problem solving: They can consider multiple possibilities and test solutions systematically.

Idealism: May become focused on exploring ideas and philosophies.

Abstract thinking: Adolescents can reason about hypothetical scenarios and think in abstract ways.

  1. Vygotsky's sociocultural theory.

Learning is collaborative: Kids learn best through guided interactions with more knowledgeable others.

Focus: How kids' thinking develops through social interactions within their cultural context.

Emphasis on language: Verbal interactions are critical for internalising knowledge and developing higher-order thinking.

  1. Vygotsky's zone of proximal development.

Optimal learning: Instruction is most effective when tailored to the kid's ZPD, providing just enough challenge to promote growth.

Scaffolding: Adults or more skilled peers provide assistance, gradually withdrawing support as the kid gains mastery.

Key idea: The gap between what a kid can do alone and what they can do with support.

  1. Role of emotions and feelings in Vygotsky's theory.

Positive feelings: Enhance focus, motivation, and memory.

Negative feelings: Hinder learning, decrease motivation.

Feelings: Conscious awareness of emotional states.

The more knowledgeable other's role: Create a supportive environment, acknowledge feelings, and adjust learning experiences accordingly to optimise the ZPD.

Emotions: Complex responses influencing learning within the ZPD.

  1. Key concepts in Vygotsky's theory.

Interpsychological: Learning happens between people first.

Intrapsychological: Knowledge gained socially later becomes part of the kid's individual thinking.

General genetic law: Higher mental functions begin as social interactions and then become internalised.

Mediation: Tools and guidance from experts help the kid bridge the ZPD and internalise learning.

  1. Bronfenbrenner's ecological systems theory.

Five systems.

Child at the centre: Development is shaped by layers of interacting environmental systems.

Exosystem: Settings indirectly influencing the child (parent's workplace, community).

Macrosystem: Overarching culture, values, and laws.

Mesosystem: Connections between microsystems (parent-teacher relationships).

Chronosystem: Changes over time (historical events, life transitions).

Microsystem: Kid's direct environment (family, peers, school).

  1. Bronfenbrenner's relevance for learning and development.

Collaboration: Emphasises the value of partnerships in the mesosystem.

Addressing inequality: Understanding exosystem and macrosystem influences helps advocate for policies promoting kid's well-being.

Tailored support: Educators can customise strategies based on a kid's unique microsystem.

Embracing diversity: The theory encourages respect for diverse cultures and the inclusion of different perspectives in learning.

Holistic understanding: The theory encourages looking beyond just the kid to support their growth.

  1. Social learning theory.

Implications.

Bandura's social learning theory.

Cognitive processes: learning isn't just imitation. They think about what they observe, and their expectations, beliefs, and sense of self-efficacy influence how they'll act.

Self-efficacy: A kid's belief in their abilities to succeed influences their behaviour, motivation, and resilience.

Role of models: Kids imitate behaviours from people they admire, see as similar to themselves, or who hold power.

Observation and modeling: Kids learn by actively observing others' actions and the resulting consequences.

Understanding aggression: Exposure to violence can increase a kid's likelihood of learning aggressive behaviours.

Building confidence: By fostering positive experiences and supportive feedback, adults can boost kids' self-efficacy, leading to greater motivation and achievement.

Positive role models matter: Providing positive examples promote similar behaviours in kids.