cognitive development-1

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COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT

Prepared by:Muhammad SiddiqueSalimah KaisaniSharjana Akber AliUrooj Sadiq



C ognitive DevelopmentC ognitive Development

Definition

C onstruction of thought processes, including

remembering, problem solving, and decision-

making, from childhood through adolescence to

adulthood



DescriptionDescription

y O ld belief y Babies begin to learn from the time they are

borny Perceptions, thinks and gainsy Information Processing:

IntelligenceReasoningLanguage Development andMemory



Piaget¶s Major C ontributionsPiaget¶s Major C ontributions

y Most influential researchers in the area of developmental psychology.

y Published first article in a refereed journal at

the age of 11.y Theory published in 1952y Envisioned a child¶s knowledge as composed

of schemas



Major Aspects of Piaget¶s TheoryMajor Aspects of Piaget¶s Theory

The process of coming to know and

The stages we move through as we

gradually acquire this ability.



Piaget¶s Theory of C ognitivePiaget¶s Theory of C ognitiveDevelopmentDevelopment

y Two complementary process termed asassimilation andAccommodation

Assimilation refers taking in new information byincorporating existing schema and on the other hand accommodation is what happens when theschema itself changes to accommodate newknowledge.C ognitive development involves an ongoingattempt toachieve a balance between assimilation andaccommodation that he termed as equilibration



Stages of Cognitive Development

Piaget identified four stages in cognitivedevelopment :S ensorimotor (infancy)y H as 6 sub-stages, intelligence is demonstrated

through motor activity without the use of symbolsy Knowledge of the world is limited because it is

based on physical interactions/ experiences.y C hildren acquire object permanence at about 7

months of age.y

Physical development (mobility) allows the child tobegin developing new intellectual abilities.y Some symbolic (language) abilities are developed

at the end of this stage.



Pre-operational (Toddler and early childhood)

y Intelligence demonstrated through the use of symbols, language use matures, and memory

and imagination are developed.y Thinking is done in a non logical, nonreversible

manner.y Egocentric thinking predominates.



Concrete Operation (Elementary and early

adolescence)y This stage is characterized by 7 types of

conservation: number, length, liquid, mass,weight, area, and volume.

y Intelligence is demonstrated through logicaland systematic manipulation of symbols relatedto concrete objects.

y O perational thinking develops (mental actionsthat are reversible).

y Egocentric thought diminishe s.



Formal operation (Adolescence andadulthood)

y Intelligence is demonstrated through the logical

manipulation of symbols related to abstractconcepts.

y Early in this period there is a return toegocentric thought.

y Many adults never attain this stage.



Ow n ExperiencesOw n ExperiencesC hild's intellectual ability is determined by a

combination of heredity and environmentC hild's genetic inheritance is unchangeable,

there are definite ways that parents can enhancetheir child's intellectual development throughenvironmental factorsThe main thing I have learned about cognitive

development is that setting up a learningopportunity and being there but not telling themthe answer is the main thing that causes their brains/smartness to grow.



A geA ge--w ise cognitive developmentw ise cognitive developmentAge ActivityO ne month Watches person w hen spoken toTw o months Smiles at familiar person talking.

Begins to follo w moving person w itheyes

Four months Sho w s interest in bottle, breast, familiartoy, or ne w surroundings

Five months Smiles at o w n image in mirror. Looksfor fallen objects.

Six months May stick out tongue in imitation.Laughs at peekaboo game. Vocalizes

at mirror image. May act shy aroundstrangersSeven months Responds to o w n name. Tries to

establish contact w ith a person by coughor other noise



A geA ge--w ise Cognitive Developmentw ise Cognitive DevelopmentEight months Reaches for toys out of reach.

Responds to "no."Nine months Sho w s likes and dislikes. May try to

prevent face- w ashing or other activitythat is disliked. Sho w s excitement andinterest in foods or toys that are w ell-liked.

Ten months Starts to understand some w ords.Waves bye-bye. Holds out arm or leg

for dressing.Eleven months Repeats performance that is laughed

at. Likes repetitive play. Sho w sinterest in books



A geA ge--w ise Cognitive Developmentw ise Cognitive Development

Tw

elve months May understand some "w

hereis?´ questions. May kiss onrequest.

Fifteen months A sks for objects by pointing.Starting to feed self. Negativism

begins.Eighteen months Points to familiar objects w henasked " w here is?´ Mimicsfamiliar adult activities. Kno w some body parts. O beys t w o orthree simple orders.

Tw o years Names a fe w familiar objects.Dra w s w ith crayons. O beysfound simple orders.Participates in parallel play.



A geA ge--w ise Cognitive Developmentw ise Cognitive DevelopmentTwo-and-a-half yearsN

ames several common objects. Begins to take interestin sex organs. Gives full names. H elps to put thingsaway. Peak of negativism.Three yearsC onstantly asks questions. May count to 10. Begins todraw specific objects. Dresses and undresses doll.Participates in cooperative play. Talks about things thathave happened.F our yearsMay make up silly words and stories. Beginning to drawpictures that represent familiar things. Pretends to readand write. May recognize a few common words, such asown name.F ive yearsC an recognize and reproduce many shapes, letters, andnumbers. Tells long stories. Begins to understand the

difference between real events and make-believe ones.Asks meaning of words.



Challenges of Piaget·s TheoryChallenges of Piaget·s Theorysome psychologists, such as Vygotsky and JeromeBruner, thought differently from Piaget, suggestingthat language was more important than Piagetimplied.Another recent challenge to Piaget's theory is a new

theory called Ecological System Theory. This isbased on the contextual influences in the child's lifelike his/her immediate family, school, society and theworld, and how these impact the child'sdevelopment.The experience of Sudbury model schools showsthat a great variety can be found in the minds of children, against Piaget's theory of universal steps incomprehension and general patterns in theacquisition of knowledge: " N o two kids ever take thesame path.



Piaget¶s C riticisms

U nderestimated the importance of knowledgeG agne: Complex skills can be acquired easily once simpler prerequisite skills have beenlearned. Development is based on LEARNIN G new skills - continuous not discontinuous .

U nderestimated the ability of childrenT asks were methodologically flawed



U nderestimated the impact of C U LTUR ECU LTUR E::P iaget¶s tasks are culturally biased Schooling and literacy affect rates of development

Demand characteristics:- the children mayhave wanted to please the experimenter therefore changing their behaviour.

S ocial setting:- Piaget ignored the effect of thesocial setting upon the child. The way adults uselanguage and gestures.



TH ANK YOUTH ANK YOU

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