Cognitive and Thinking Development Part 2

Cognitive and
thinking
development
Part 2
Learning Outcomes:
Learning Goal 1 Define development and explain the main processes, periods,
and issues in development, as well as links between development and education.
Learning Goal 2 Discuss the development of the brain and compare the cognitive
developmental theories of Jean Piaget and Lev Vygotsky.
VYGOTSKY’S THEORY OF COGNITIVE
DEVELOPMENT
• Children actively construct their knowledge and

understanding; Children are social creatures
• They develop their ways of thinking and understanding

through social interaction (Daniels, 2011; Gredler,
2009)
• Their cognitive development depends on the tools

provided by society and their minds are shaped by the
cultural context in which they live (Gauvain & Parke,
2010; Holzman, 2009)
VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT
Zone of Proximal
Scaffolding
Development (ZPD)
Language & Thought

ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Zone of Proximal Development (ZPD) – range of tasks that are

too difficult for the child to master alone but that can be
learned with guidance and assistance of adults or more-skilled
children
• With ZPD, the children learn by interacting with more

experienced adults and peers who help them think beyond the
zone in which they would be able to perform without
assistance has been applied primarily to academic learning
Upper limit – level of additional
responsibility child can accept with assistance
of an able instructor
Zone of Proximal Development (ZPD) –

tasks that are too difficult for children to
master alone but can be mastered with
assistance from adults or more-skilled children
Lower limit – level of problem solving

reached on these tasks by child working alone
LECTURE NOTES
SCAFFOLDING
• Scaffolding – changing the level of support provided
over the course of a teaching session, with a more-
skilled person adjusting guidance to fit the child’s
current performance level
• When a student is learning a new task, the skilled

person may use direct instruction
• Dialogue is an important tool of scaffolding – these

concepts meet with the skilled helpers with more
systematic, logical, and rational concepts
LANGUAGE & THOUGHT
• Children use speech not only for social communication but
also to help them solve tasks
• They use language to plan, guide and monitor behaviour
(Vygotsky, 1962)
• Language for self-regulation is called Private Speech – an

important tool of thought during the early childhood years
(John-Steiner, 2007; Wertsch, 2007)
• Private speech represents an early transition in becoming

more socially communicative
LANGUAGE & THOUGHT
• Private speech plays a positive role in children’s
development (Winsler, Carlton & Barry, 2000)
• Children use private speech more than when tasks

are difficult, when they have made a mistake and
when they are not sure how to proceed (Berk,
1994)
• Children who use private speech are more

attentive and improve their performance more
than children who do not use private speech (Berk
& Spuhl, 1995)
Summary: VYGOTSKY’S & PIAGET’S
THEORY
VYGOTSKY PIAGET
Sociocultural Strong emphasis Little emphasis
Context
Constructivism Social constructivist Cognitive constructivist
Stages No general stages of Strong emphasis on stages

development proposed (sensorimotor, preoperational,
concrete operational & formal
operational)
Key Processes ZPD, language, dialogue, Schema, assimilation,

tools of culture accommodation, operations,
conservation, classification
Summary: VYGOTSKY’S & PIAGET’S
THEORY
VYGOTSKY PIAGET
Role of Language A major role; language plays a powerful Language has minimal role;
role in shaping thought cognition primarily directs
language
View on Education plays a central role, helping Education merely refines the
Education children learn the tools of the culture child’s cognitive skills that
have already emerged
Teaching Teacher is a facilitator and guide, not a Also view teacher as a

Implications director; establish many opportunities facilitator and guide, not a
for children to learn with the teacher director; provide support for
and more-skilled peers children to explore their
world and discover knowledge
LECTURE NOTES
Tutorial Activity
• Imagine yourself as an early childhood teacher, guiding a 4-year-old in
distinguishing between a cat and a dog. Apply both Piaget's and
Vygotsky's theories in your instructional approach.
• Prepare a teaching demonstration to illustrate your instructional

methods.

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Cognitive and Thinking Development Part 2

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Cognitive and

• Children actively construct their knowledge and

• They develop their ways of thinking and understanding

• Their cognitive development depends on the tools

Language & Thought

• Zone of Proximal Development (ZPD) – range of tasks that are

• With ZPD, the children learn by interacting with more

Zone of Proximal Development (ZPD) –

Lower limit – level of problem solving

• When a student is learning a new task, the skilled

• Dialogue is an important tool of scaffolding – these

• Language for self-regulation is called Private Speech – an

• Private speech represents an early transition in becoming

• Children use private speech more than when tasks

• Children who use private speech are more

Stages No general stages of Strong emphasis on stages

Key Processes ZPD, language, dialogue, Schema, assimilation,

Teaching Teacher is a facilitator and guide, not a Also view teacher as a

• Prepare a teaching demonstration to illustrate your instructional

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