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Theme 4: Cognitive development and learning. - Coggle Diagram
Theme 4: Cognitive development and learning.
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.
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.
Assimilation: Fitting new experiences into existing schemas.
Accommodation: Modifying schemas when they don't fit new information.
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.
Stages of cognitive development.
Concrete operational stage (7 -11 years).
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.
Formal operational stage (11 + years).
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.
Preoperational stage (2 - 7 years).
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.
Sensorimotor stage (0 - 2 years).
Key development: Object permanence, basic sense of self.
Learning through action: infants explore using senses and movement.
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.
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.
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.
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.
Bronfenbrenner's ecological systems theory.
Five 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).
Child at the centre: Development is shaped by layers of interacting environmental systems.
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.
Social learning theory.
Implications.
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.
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.