EDN 203 Human Development Theory

Chapter 2 Cognitive & Linguistic Development

What Is Development?
Development: Changes occurring throughout

the lifespan that are orderly and adaptive

Can be physical, cognitive, or social in nature
An important aspect of development is

maturation, the genetically programmed aspects of development.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Basic Principles of Human Development

Development proceeds in a somewhat

orderly and predictable pattern.

Developmental milestones

Different children develop at different rates. Development occurs via both spurts and

plateaus. Development is continually affected by both nature and nurture.

Temperaments and sensitive periods

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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Role of the Brain in Cognitive Development

Learning involves changes in neurons and synapses. Developmental changes in the brain enable

increasingly complex and efficient thought. The brain remains adaptable throughout life.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Piagets Theory of Cognitive Development

Piaget was a Swiss psychologist with a

background in biology.
He noticed age-related similarities in how

children attempted to solve certain tasks.

He saw that within specific age ranges there were specific types of deficits and specific types of strengths in problem-solving skills.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Basic Assumptions of Piagets Theory

Children are active and motivated learners.

Children construct knowledge from their

experiences. Children learn through assimilation and accommodation. Interaction with ones physical and social environments is essential for cognitive development. The process of equilibration promotes progression toward increasingly complex thought. Cognitive development is stage-like in nature.
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Assimilation and Accommodation

Assimilation entails dealing with a new object or

event in a way that is consistent with a currently existing scheme.

Accommodation occurs when new information

doesnt fit into existing schemes; the schemes must be adjusted or accommodated.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Equilibration
Equilibration is the movement from

equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understanding.

Students move back and forth between a state of balance and imbalance. It is the desire for balance that forces students to construct new schemes or accommodate existing schemes.
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Piagets Stages of Cognitive Development

Piaget proposed that

children move through four stages.

Periods of time are

consistent in age and developmental sequence.

Age ranges are averages. Some children are in transition from one stage to the next.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Sensorimotor Stage (Birth 2 Years)

Characterized by infants using senses and

motor skills to explore world

Begins with reflexes and ends with a complex combination of sensory and motor skill combinations Major cognitive developmental milestones include object permanence and an understanding of cause-effect relationships Symbolic thought, the ability to represent and think about external objects and events, emerges toward the end of second year.
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Preoperational Stage (2 Years 6 or 7 Years)

Characterized by the rapid development of

language which allows for more social interaction Limitations of preoperational thought include:

Egocentrism: Inability to view situations from anothers perspective Lack of conservation: Inability to realize that if nothing is added or taken away, the amount stays the same regardless of alterations in shape or appearance Transductive reasoning (lack of logic): Inference of a cause-effect relationship simply because two events occur close together in time and space
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Concrete Operations (6 or 7 Years 11 or 12 Years)

Children begin to think more logically and

demonstrate deductive reasoning. Conservation of liquid is evident by 7; conservation of substance is evident by 8; conservation of area is mastered by 9 or 10. Children are able to learn classification, seriation, and are able to reverse operations which allows for the teaching of mathematics. However, children cannot apply newfound logic to non-concrete items (abstract concepts).
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Formal Operations (11 or 12 and Beyond)

Children are now able to reason logically

about abstract and hypothetical ideas.

Can formulate and test multiple hypothesis

Limitations include excessive idealism. May reflect formal operational egocentrism, the inability to separate ones own logical abstractions from the perspectives of others and from practical considerations

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Current Perspectives on Piagets Theory

Sequence of the stages is supported, but the ages

coinciding with each stage is debated. Piaget may have underestimated young childrens cognitive capabilities, but overestimated those of adolescents. Piaget may have overemphasized the importance of interaction with the physical environment. Social interaction may be more influential than realized.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Applying Piagets Theory

Provide hands-on experience with physical objects,

particularly at the elementary level When students show signs of egocentric thought, express confusion or explain that others think differently Ask students to explain their reasoning and challenge illogical explanations Be sure that students have adequate knowledge and skills before moving on to more complex topics and activities Relate abstract and hypothetical ideas to concrete objects and/or observable events
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Vygotskys Theory of Cognitive Development

Vygotskys ideas are evident in our current

views of child development, learning, and instructional practice.

His theory is sometimes referred to as the

sociocultural perspective because of its emphasis on the impact of society and culture on cognitive development.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Vygotskys Basic Assumptions

Through both informal conversations and

formal schooling, adults convey to children ways in which their culture interprets and responds to the world. Thought and language become increasingly interdependent in the first few years of life. Complex mental processes begin as social activities and then progress to internalized processes.

Cognitive tools

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Vygotskys Basic Assumptions

Children can perform more challenging tasks

when assisted.

Actual developmental level vs. level of potential development

Challenging tasks promote maximum

cognitive growth.

Zone of proximal development

Play allows children to stretch themselves

cognitively.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

The Zone of Proximal Development

The range of tasks that a child can perform

with the help and guidance of others but cannot yet perform independently
Students working on challenging tasks in

collaboration with a more competent partner

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Current Perspectives on Vygotskys Theory

Educators embrace Vygotskys ideas on the

role of culture in cognitive development. Research supports Vygotskys beliefs about the importance of language in cognitive development. Vygotskys theory introduces the wellsupported concepts of mediated learning, scaffolding, and cognitive tools.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Applying Vygotskys Theory

Encourage students to talk themselves through

difficult tasks Provide cognitive tools that students can use to make difficult tasks easier Present some tasks that students can perform successfully only with assistance Provide sufficient scaffolding to enable students to attempt to perform challenging tasks Have students work in small groups on complex tasks Provide opportunities to engage in adult-like activities Give young children time to practice adult roles and behaviors through play
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Linguistic Development
Humans are born with a predisposition to

learn language Developmental pattern of language development

Most first words occur around the 1st birthday. Sentences are usually evident by age 2 and become more complex during the preschool years. By age 5 or 6 most childrens language skills are almost completely adult-like
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Development of Vocabulary
Children learn semantics, the meanings of words and

word combinations, through direct vocabulary instruction at school and by inferring meaning from the contexts in which they hear the words. Common errors include undergeneralization and overgeneralization. Teachers can promote semantic development by having students define new vocabulary in their own words.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Development of Syntax
Syntax is the set of rules that one uses to put

words together into sentences (often unconsciously).

Syntax becomes more complex during the

later elementary years.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Development of Listening Comprehension

During later elementary school, children learn

that good listening requires understanding.

Listening comprehension is influenced by

context.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Development of Oral Communication Skills

Pragmatics is knowledge about culture-

specific social conventions guiding verbal interactions.

Both correct pronunciation and pragmatics

are necessary oral communication skills.

Pragmatics may not be mastered until high

school or beyond.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Development of Metalinguistic Awareness

Metalinguistic awareness is the extent to

which one can think about the nature of language.

It involves understanding the literal and nonliteral meanings of words. It emerges slowly over time. High school work enhances metalinguistic awareness via the study of literature and second languages.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Learning a Second Language

Early exposure to a second language may

be important for mastering pronunciation and complex grammatical constructions. Bilingualism is correlated with increased cognitive abilities.

It results in superior problem-solving skills, creativity, and cognitive flexibility. Metalinguistic awareness may happen at an earlier age, and, therefore, bilingual students syntax may be superior as well.
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Bilingual Education vs. Immersion

Bilingual education

Students are instructed in academic subjects in their native language while simultaneously being taught to speak and write in the second language.
Students hear and speak the second language almost exclusively in the classroom.

Immersion

Which one is better?

There is no clear and easy answer. Some students benefit from bilingual education, while others from immersion.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

It may have to do with the available opportunities to speak the second language.

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Considering Diversity in Cognitive and Linguistic Development

The rate of cognitive and linguistic development can

vary from child to child. Cognitive development may differ somewhat depending on the culture. Students will vary in the size of their vocabulary and knowledge of complex syntactical structures. Some students will be advanced cognitively while others will not yet have acquired the skills common to their age group.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Addressing the Unique Needs of English Language Learners

Bilingual education programs are more

effective than immersion programs.

Transition to instruction only in English should

be gradual.
Adequate mastery of English can take five to

seven years.
Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

The Big Picture

Children tend to think in qualitatively different

ways at different ages. Children actively construct their knowledge. Development builds upon prior acquisitions. Challenging situations and tasks promote development. Social interaction is critical for development.

Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.