Cognitive Developmental Theory

The cognitive development theory is based on the development of human intelligence. The central concept of the theory is that children actively construct their own cognition or knowledge as a result of their independent explorations.

The main argument of the theory is that the human mind, also known as cognitive structures, is an adaptation which ensures that our chances of survival are high by providing us a with the right ‘fit’ for the world. This means that human intelligence is an adaptation, shaped and molded by our experiences, which makes sure that we know how to function accordingly in the environment around us so as to survive.

But this concept is not necessarily true, as repeated experience shows that the knowledge of any single individual is not always perfect. Many a time, the information that is available may have been the outcome of wrong assumptions, misunderstanding or incorrect facts. Children, for example, may initially believe that their way of thinking is the only way that the universe thinks but this is incorrect. It is only later that they realize that others have different points of view.

Keeping these facts in mind, Piaget suggested that children continuously revise their existing knowledge or understanding of the world to ensure that they make a better fit for reality. Therefore, cognitive development is essentially a process of revision where the child tries to restore equilibrium between his/her cognitive structures and physical and social reality. This leads to qualitative changes in a child’s thinking process which results in perceptions and preconceived notions being formed.

The three cognitive theories are Piaget's developmental theory, Lev Vygotsky's social cultural cognitive theory, and the information process theory. Piaget believed that children go through four stages of cognitive development in order to be able to understand the world.

Piaget believed that children create an understanding of their environment and experience discrepancies between what is already known and what will be discovered. His theory of cognitive development can be broken down into three different components:

1. Schema

Schemas are the basic building blocks, or units, of knowledge. Each schema relates to one part of the world, such as actions, objects, and concepts. Each schema is a series of linked representations of the world that are used to understand and respond to a particular situation.

For example, if a parent shows their child a picture of a dog, the child will create a schema of what a dog looks like: it has four legs, a tail, and ears. If a child can explain what he or she perceives with existing schemas, this is known as being in a state of equilibrium, or mental balance. Schemas are stored so that they can be applied later on. For example, a child might form a schema about how to order food at a restaurant, and so the next time that child is at a restaurant, he or she will be able to apply what he or she has learned to this new and similar situation. Piaget also claimed that some schemas are genetically programmed into children, such as a baby’s impulse to suck on things.

2. Processes that allow one stage to transition into another

Piaget believed intellectual growth was the result of adaptation and the need to always be in a state of equilibrium.

• Adaptation of knowledge occurs in two ways:
• Assimilation: Using a schema that already exists and applying it to a new situation.
• Accommodation: Changing an existing schema to take in new information.

To better understand how assimilation and accommodation work, we can look at the earlier situation of the parent showing their child what a dog looks like. The child now has a schema of what a dog is: four legs, a tail, ears, etc. When the child is approached by an actual dog, the child now faces new characteristics that were not originally part of their schema. The dog is furry; the dog licks; the dog can bark. Because these is disequilibrium and the child begins to construct meaning. When the parent confirms that this information is also for a dog, assimilation occurs and equilibrium is regained as the child incorporates this information into the original schema. But what if the child saw a cat? The cat has some similar feature as a dog; however, it is a different animal. It meows, has the ability to climb, and moves and acts differently from a dog. As a result of seeing the cat, the child is placed in disequilibrium and must accommodate this new information. A new schema is for med and the child returns to a state of equilibrium.

3. The stages of Development

Piaget believed that cognition develops in four stages. These stages occur in every child and follow the same exact order, no matter the child’s culture or the part of the world they live in; though, some children may never reach the later stages.

• Sensorimotor (birth-two years)

This stage focuses on object permanence, where a child comes to the realization that objects will continue to exist even if they are not seen or heard by the child.

• Preoperational (two-seven years)

This stage focuses on egocentrism, meaning that from two to seven years old, children are not able to understand the point of view of others.

• Concrete Operational (seven-eleven years)

This stage focuses on conservation, meaning that children are still not able to understand concepts that are abstract or hypothetical, but can begin thinking logically about concrete events.

• Formal Operational (eleven years and older)

This stage focuses on the child’s ability to manipulate ideas in their head, or think abstractly. It is during this stage that deductive reasoning, logical thought, and systematic planning emerge.

There are three stages of speech developing were identified by Vygotsky (Johnson, 2014)

Social or External Speech (birth to approximately age 3)

At this stage is a merely tool to make things happen in the external world. Ex. the child cry or shout when they’re feel pain or when they are hunger.

Egocentric Speech (approximately age 3 to 7)

At this stage the children talk to themselves of making a private speech which is directed to the self and serves an intellectual function.

Inner Speech

It seems like a self-regulation. At this stage speech becomes internalized and is use to guide thinking and behavior.

Zone of Proximal development

The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky’s work, the Zone of Proximal Development. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner (scaffolding).

Let us use building and scaffolding as an analogy of the “scaffolding as intervention to reach the zone of proximal development” Vygotsky believes that we develop through our social interaction. And has a perfect sense. After all we spend years learning to our parents, teachers, and even through our friends, they’ve also has a big influence on us. Though be really hard to consider anything we’ve learned without someone’s help.

Let us look at three Vygotsky’s theory, first we have a More Knowledgeable Other, this are the parents, teacher, peers that has a higher skill that the learners. Next we have Scaffolding. Like what you see in the picture below scaffolding are the platforms that the workers use to reach the second and third floor, so what’s Vygotsky’s saying here is that we use the more knowledgeable other as scaffolding or as a support that helps us to reach the higher level development. Next we have a Zone of Proximal Development. So just like the picture below the first floor contains all the skills and knowledge that you already have, it basically anything you can do by your own without anyone helping you, the second floor in the other hand is the zone of proximal development (Proximal means “close”) is the level that just above you that you can reach with the help of someone in the second floor one of those in the second floor is the knowledgeable others , now the third floor in the other hand that wouldn’t the zone of proximal development, it’s to high up, this are the thing you can do but not only by your own but with the help of other.

Information Processing Theory

It is developed by American psychologist George A. Miller the information processing theory (IPT) of cognitive development pertains to the study and analysis of what occurs in a person’s mind as he or she receives a bit of information (MIiller, 19556).

Compared to other learning theories, information processing theory give more emphasis  to internal processes that occur when training content is learned and retained.

Information processing begins when a massage or stimulus (which could be a sound, smell, touch or picture) from the environment is received by receptors (ears, nose, skin, or eyes.) The message is registered in the senses and stored in short-term memory, and then it is transformed or coded for storage in long-term memory.

A search process occurs in memory, during which time a response generator organizes the learner’s response and tell the effectors (muscles) what to do.

The final link from the model id the feedback in the environment, this feedback provides the learner whit an evaluation of the response given, this information can come from another person or the learner’s observation of the results of his or her own action. A positive evaluation of the response provides reinforcement that the behavior is desirable and should be stored in long-term memory for use in similar situation.

The information processing theory has 3 stages:

Sensory Memory

The input of our brains. This is how we received information. If what we see, hear, smell, touch or taste catches our attention, our brain process it and sends it to our short term memory.

Short Term Memory

Gives meaning to the information received I sensory memory. If it is important information in moves on to Long Term Memory, if not it is DELETED.

Long Term Memory

This is our hard drive. The information stored here is remembered for a long time. Long Term memories can be triggered by our sensory memory or information that is stored in our short term memory.

Critics Sayings that:

• Human should not be compared to machines the human brain is more complex than a computer.
• Humans are influence in their cognition by a number of conflicting emotional and motivational factors.
• The approach does not account for cultural differences in cognitive development.

Theorists says that:

• Atkinson and Shrifin designed a mode of information processing called “stage theory” where information is received processed and repeated.
• Craik and Longhart designed the ‘level of information processing’ model which explained that information is processed through percent.

Group Activity:

As part of your group activity, answer the assigned question. Later on, the assigned leader will report and elaborate to the class their answers.

PROCEDURE:

A. The class will be divided into three groups. Each group must draw and pick a number of the question they are about to answer.

B. The assigned leaders will then discuss their answer in front.

The following are the questions needed to be answered by the students:

Group 1: Compare Piaget's cognitive-developmental theory with Vygotsky's social cognitive theory. What are the unique aspects of each theory? How do they differ from each other?

Group 2: Suppose you need to design a program to teach a 6-year-old child a new academic skill. How would you approach this from Piaget's perspective? How would you approach it from Vygotsky's perspective? How would the two programs be similar or different?

Group 3: Four-year-old Chris is shopping for a birthday present for Mommy. Finally he finds just the right thing: a Batman action figure! What does this demonstrate according to Piaget's theory of Cognitive development?

FOCUS The single controlling point made with an awareness of task about a specific topic.

CONTENT The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and /or explanations.

ORGANIZATION The order developed and sustained within and across paragraphs using transitional devices and including introduction and conclusion.

STYLE The choice, use and arrangement of words and sentence structures that create tone and voice.

CONVENTIONS Grammar, mechanics, spelling, usage and sentence formation.

4	Sharp, distinct controlling point made about a single topic with evident awareness of task	Substantial, specific, and/or illustrative content demonstrating strong development and sophisticated ideas	Sophisticated arrangement of content with evident and/or subtle transitions.	Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone appropriate to audience.	Evident control of grammar, mechanics, spelling, and usage and sentence formation.
3	Apparent point made about a single topic with sufficient awareness of task.	Sufficiently developed content with adequate elaboration or explanation.	Functional arrangement of content that sustains a logical order with some evidence of transitions.	Generic use of a variety of words and sentence structures that may or may not create writer’s voice and tone appropriate to audience.	Sufficient control of grammar, mechanics, spelling, usage and sentence formation.
2	No apparent point but evidence of a specific topic.	Limited content with inadequate elaboration or explanation	Confused or inconsistent arrangement of content with or without attempts at transition.	Limited word choice and control of sentence structures that inhibit voice and tone.	Limited control of grammar, mechanics, spelling, usage and sentence formation.
1	Minimal evidence of a topic.	Superficial and/or minimal content.	Minimal control of content arrangement.	Minimal variety in word choice and minimal control of sentence structures.	Minimal control of grammar, mechanics, spelling, usage and sentence formation.

CONCLUSION

Minds don't form with a fixed template or natural intelligence, but rather, as studies of cognitive development have revealed, through a complex interplay of multiple influences. For instance, fostering phonemic awareness in young children is one way to ensure they have a solid foundation for learning language. We may start them off young with numerical games and activities if we want them to excel in science and mathematics. Perhaps most significantly, we now view the brain not as a blank slate into which we pour our acquired knowledge, but as a malleable organ that continues to mature into early adulthood.

Congratulations! You’ve reached the end part of our discussion. I hope you have learned something with what we have just tackled about and be able to share your learnings to other people and students needing them.

- Allonica Mae M. Ortillano