Introduction
Cognitive development is how humans acquire, organize, and learn to use knowledge (Gauvain & Richert, 2016). In psychology, the focus of cognitive development has often been only on childhood. However, cognitive development continues through adolescence and adulthood. It involves acquiring language and knowledge, thinking, memory, decision making, problem solving, and exploration (Von Eckardt, 1996). Cognitive development means how children think, explore and figure things out. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them.
There are three specific theorists who proposed developmental theories and they are; Jean Piaget with his Theory of Cognitive Development, Leo Vygotsky with his Sociocultural Theory of Cognitive Development and Howard Gardner with his Multiple Intelligence Theory. These are the theories that explains the cognitive development of a person.
Jean Piaget's Theory of Cognitive Development
- 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 Piaget's stages are:
Sensorimotor stage: Birth to 2 years
Preoperational stage: Ages 2 to 7
Concrete operational stage: Ages 7 to 11
Formal operational stage: Ages 12 and up
Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.
Lev Vygotsky's Sociocultural Theory of Cognitive Development
- Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is comprised of concepts such as culture-specific tools, private speech, and the Zone of Proximal Development.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning."
Unlike Piaget's notion that childrens' development must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e., come before) development.
Howard Gardner's Multiple Intelligence Theory
- This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences." Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence." In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.
The 8 Intelligences
Visual-Spatial Intelligence- People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.
Linguistic-Verbal Intelligence- People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.
Logical-Mathematical Intelligence - People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.
Bodily-Kinesthetic Intelligence - Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.
Musical Intelligence - People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.
Interpersonal Intelligence - Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.
Intrapersonal Intelligence - Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.
Naturalistic Intelligence - Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.
Task
A. The class will be divided into three (3) groups. One group for each theories. Each group will be creating a diorama that shows their understanding on the topics that was assigned to them. They will present the diorama in front of the class after the given time.
B. Using the same groupings, they are task to have a three-way formal debate with regards the each theories assigned to each group. The students will debate the question, "Among the three theories, which one is the most effective and the easiest to understood by the learners?" Each group will defend their side following the criteria given bellow.
Process
A. The class will be divided into three (3) groups. One group for each theories;
Group 1 : Piaget's Theory of Cognitive Development
Group 2 : Vygotsky's Sociocultural Theory of Cognitive Development
Group 3: Gardner's Multiple Intelligence Development
B. Each group will be given 15 minutes to brainstorm with their groupmates, browse the net regarding their assigned topics to gain more informations. Another 30 minutes will be given to each group and create a diorama that shows their understanding on their topics.
C. Each group can use their recyclable waste and other things in their surroundings that can be use as their materials in creating their diorama.
D. After the given time, each group will compose a brief explanation about their dioramas and present it in front of the class.
E. When the presentation of the dioramas are done, presenters will return to their respective group. With their prior knowledge, every group will get ready for their debate.
F. Each group will perform the debate without exceeding 3 minutes. Each group were given 3 minute maximum time to defend their side of the debate.
G. Students will be graded based on the criteria that was given in the above.
Evaluation
Instruction: Identity what is being asked on the following question. Write your answers only in a piece of paper..
1. Who is the theorist that said children go through four stages of learning?
2. His theory says that thinking patterns are products of our interaction in cultural situations and other social activities.
3. Theorist who says that children learn as they use tools taught through social interactions, such as language, counting systems, etc.
4. His theory says that culture has a great affect on children's learning.
5. Theorist who says that teachers can help children be more successful in learning, if they plan activities suited to their learning style.
6. What theory says that from birth to age 2, a child learns through his senses and gains motor control?
7. Whose theory uses terms such as linguistic, bodily-kinestheic, musical, etc?
For item 8-16: Give the 9 Intelligences according to Gardner's Multiple Intelligence Theory.
For item 17-20: Give the 4 stages of learning according to Piaget's Theory of Cognitive Development.
Conclusion
In conclusion, researches into cognitive development has shown us that minds don't just form according to a uniform blueprint or innate intellect, but through a combination of influencing factors. The theory of cognitive development focuses on the fact that a child's environment plays a great role in how they acquire new knowledge. The task presented above can be an example of helping the students to further develop their cognitive abilities. A child cognitive development never stops those activities promotes more development for the students. Putting the students into group, means allowing them to socialize, express their ideas, and enhance their critical understanding, specially if the topic provided are about psychology. With collaboration, children are able to explore their own way to discovering the topics and themselves s well.
Credits
Saima L., Ph.D. 30 Aug 2021. What Is Cognitive Development? 3 Psychology Theories. Retrieve from: https://positivepsychology.com/cognitive-development/
Cherry K. 2 May 22. Piaget's 4 Stages of Cognitive Development Explained. Retrieve from: https://www.verywellmind.com/piagets-stages-of-cognitive-development-27…
Mcleod S., PhD. 18 August 22. Vygotsky's Sociocultural Theory of Cognitive Development. Retrieve from: https://www.simplypsychology.org/vygotsky.html
Cherry K. 9 oct 22. Gardner's Theory of Multiple Intelligences. Retrieve from: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-…