Cognitive Developmen t Jean Piaget Constructivism Theory Kinds of Knowledge physical knowledge
logico-mathematical knowledge social knowledge Constructivism children are active learners, not passive observers organize their knowledge into schemes schemes change through
assimilation accommodation Stages of Cognitive Development childrens schemes change over time cognition develops in stages, not gradually
each stage builds on accomplishments of prior stage Sensori-motor Stage ages birth 2 years old infant uses senses and motor abilities to explore first explorations are
ages 2-7 child uses mental representations of objects play moves from using real objects to more complex play childs thinking is perception-bound, egocentric, irreversible, centrated, intuitive, animistic
seriate classify with more than 1 attribute and with hierarchical thinking Conservation Tasks Formal operations ages 12 and up child uses logical operations in a systematic
fashion can think abstractly hypothetico-deductive thinking propositional thinking Contributions of Piaget's Theories to Current Practice
focus on active, hands-on learning play is important sensitivity to a child's current level of understanding acceptance of individual differences Criticisms of Piaget's Ideas
research methods underestimated/ overestimated the abilities of children didn't adequately consider the role of culture and experience in childrens undertaking of his tasks stage theory
Lev Vygotsky Socio-cultural Theory Importance of culture and society on a childs learning knowledge is socially constructed culturally determined Importance of interactions with
more-abled members of the society zone of proximal development scaffolding Language is the foundation of all higher cognitive processes private speech inner speech
Development is continuous, not occurring in stages Contributions of Vygotsky's Theories to Current Practice opportunities for discovery and play opportunities social interactions for learning
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