Jean Piaget: Cognitive Theory of • “ A cohesive, repeatable action sequence

Development possessing component actions that are tightly

interconnected and governed by a core
meaning”
 Children are born with a very basic mental
structure (genetically inherited and
evolved) on which all subsequent learning Adaptation Processes
and knowledge are based.
 What Piaget wanted to do was not to
measure how well children could count,
spell or solve problems as a way of grading Assimilation. Using an existing schema to deal
their I.Q. What he was more interested in with a new object or situation.
was the way in which fundamental concepts Accommodation. The existing schema
like the very idea of number,time, quantity, (knowledge) does not work, and needs to be
causality, justice and so on emerged. changed to deal with a new object or situation.
Equilibration. Occurs when a child’s schemas
can deal with most new information through
assimilation.
Piaget’s Theory Differs from Others
• It is concerned with children, rather than all
learners.
• It focuses on development, rather than 4 stages of cognitive development.
learning per se, so it does not address learning
of information or specific behaviors.
• It proposes discrete stages of development, Sensoriotor Stage (Birth to 2 years old): In
marked by qualitative differences, rather than a this stage, infants and very young children
gradual increase in number and complexity of explore the world through their senses and
behaviors, concepts, ideas, etc. motor actions.

Three Basic Components to Piaget’s Sample Behavior: Object Permanence -

Cognitive Infants at the beginning of this stage do not
Theory understand that objects continue to exist when
they are out of sight. They may believe that if
they can't see a toy, it no longer exists. As they
Schemas develop, they learn that objects continue to exist
Adaptation Processes even when they can't see them, indicating the
Stages of Cognitive Development development of object permanence.

Schemas Preoperational Stage (2 to 7 years old):

• Schemas are the basic building blocks of such Children in this stage start to develop language
cognitive models, and enable us to form a and the ability to think symbolically, but their
mental thinking is still egocentric and lacks logical
representation of the world. reasoning.
Sample Behavior: Egocentrism - A child in this Bandura: Social learning theory
stage may struggle to see things from another
person's perspective. For example, they might  It emphasizes the importance of observing,
believe that if they can't see their parent, their modelling, imitating the behavior, attitudes,
parent can't see them either. emotional reactions of others.
 Most human behaviors are learned through
observation, modeling and imitation.
Concrete Operational Stage (7 to 11 years Albert Bandura’s theory differs from others:
old): Children in this stage can perform basic
logical operations and think more concretely ^Behaviorist learning theory which look at
about objects and events. learning as a direct result of conditioning,
reinforcement, punishment, cognitive learning
theories.
Sample Behavior: Conservation - In this stage,
Uses in classroom:
children develop the ability to understand
conservation principles. For example, they
Bobo doll experiments - helped him make the
realize that the amount of liquid in a short, wide
connection between social observation and new
glass is the same as in a tall, narrow glass, even
behavior responses from individuals who had
if the appearances differ.
not learned the behavior before.

The result of this experiment shows that kids

Formal Operational Stage (11 years and mimicked the behavior of the adults they
older): At this stage, individuals can think observed.
abstractly, engage in hypothetical reasoning,
and solve complex problems using logical Main Idea: describes how people can learn
thinking. something new by observing of other people
and applying rational mental behavior.
:observational learning is the first step in
the social learning process.
Sample Behavior: Hypothetical Thinking -
Adolescents in this stage can engage in 3 Main Ideas
hypothetical thinking. For example, they can
consider abstract questions like "What would 1. People learned through observing role
happen if we had two suns?" or "What would models.
the world be like without any gravity?" 2. Internal Psychology influences the learning
process. - reinforcement, satisfaction, of success
and pride.
3. Learning a behavior doesn’t automatically
Implication mean the person will execute it.

4 steps
Discovery Learning: Piaget believed that
children learn best when they actively explore Attention: the learners need to pay attention
and discover information. Educators can design
learning activities that encourage students to Retention: How one can store the information
experiment, make hypotheses, and draw learned.
conclusions.
Reproduction: relies in the first two steps. The Scaffolding can take various forms, including
learner may move toward performing the verbal cues, demonstrations, asking questions,
observable behavior.She will be improved. and providing feedback.

Motivation: to have the most success for any Cultural Tools:

observational learning
Vygotsky argued that cultural tools, such as
Lev Vygotsky: Sociocultural Theory language, symbols, and other cultural artifacts,
play a significant role in cognitive development.
 was a prominent Russian psychologist who These tools are essential for thinking and
developed a sociocultural theory of problem-solving.
cognitive development that significantly
influenced the fields of psychology, Language, in particular, is seen as a powerful
education, and child development. tool for mediating thought and communication.
Vygotsky emphasized the role of inner speech,
 His theory is known as the "sociocultural where individuals use language to guide and
theory" or the "cultural-historical theory," regulate their thinking.
and it emphasizes the role of social
interaction and cultural context in the Social Interaction:
development of human cognition.
Vygotsky's theory introduced several key Vygotsky emphasized the importance of social
concepts and ideas, including: interaction and collaboration in the development
of higher mental functions. He believed that
Zone of Proximal Development (ZPD): learning and cognitive development occur
through dialogues, discussions, and interactions
The ZPD is one of Vygotsky's central concepts. with others.
It refers to the difference between what a
learner can do without help and what they can In the context of education, this idea
achieve with guidance and support from a more underscores the importance of group work, peer
knowledgeable person, such as a teacher or a learning, and cooperative activities.
peer.
Cultural Context:
Vygotsky believed that learning and cognitive
development occur most effectively when Vygotsky's theory recognizes that cognitive
learners are guided through tasks within their development is influenced by cultural and
ZPD. This process is referred to as societal factors. Different cultures have their
"scaffolding." own values, beliefs, and practices that shape the
way individuals think and learn.
Scaffolding: This aspect of the theory highlights the
importance of considering cultural diversity in
Scaffolding involves providing temporary education and understanding how cultural
support and assistance to learners within their factors impact learning.
ZPD to help them complete tasks or solve
problems that they would not be able to do
independently. Over time, as the learner gains Zone of Actual Development (ZAD):
competence, the level of support is gradually
reduced. The "Zone of Actual Development" (also
known as "Zone of Actual Development" or
"ZAD") is a term that Vygotsky used to
describe the tasks and activities that a learner
can perform independently without any Philippine Legal Bases for Inclusive
assistance. Education
This zone represents what the learner can do on
their own, whether it's problem-solving, The 1987 Philippine Constitution (Art. XIV
reading, or any cognitive task. It reflects the Section 1 & 2) - right of all citizens to quality
learner's current level of competence. education

Zone of Proximal Development (ZPD): RA 10533 or The Enhanced Basic Education

act of 2013 - promotes inclusiveness;
It's important to clarify that Vygotsky's more implementation of rules & regulations.
commonly recognized term is the "Zone of
Proximal Development" (ZPD), not ZAD. The RA 9710 or The Magna Carta For Women-
ZPD refers to the difference between what a to eliminate discrimination in Education.
learner can do on their own (ZAD) and what
they can achieve with the help or guidance of a RA 10157 or The Kindergarten Education
"More Knowledgeable Other." act - Compulsary for children.

More Knowledgeable Other (MKO): RA 9155 or The Governance of Basic

Education act of 2001 - enforcement or
The "More Knowledgeable Other" (MKO) is a establishment of ALS
critical concept in Vygotsky's theory. It refers to
individuals or peers who have more knowledge RA 8371 or The Indigenous Peoples Right -
or expertise in a particular domain than the equal access to IPs
learner.
MKOs can be teachers, parents, peers, or RA 9442 or the Juvenile Justice and welfare
anyone who can provide guidance and support act of 2006 - to work together with their family.
to a learner within their ZPD. The MKO plays a
crucial role in scaffolding the learner's RA 9334 ammends RA 7277 or The Magna
development by providing the necessary Carta For Disabled Persons
assistance, information, and guidance to help
the learner move beyond their current level of RA 10665 or The Open Highschool System
competence. Act - Secondary Education

Lave Jean: Situated Learning RA 10361 or the Domestic Workers Act

( Batas Kasambahay)
Situated Learning:
RA 7610 or the Special Protection against
Lave's theory is often referred to as "situated Abuse , Exploitation and Discrimination Ac.
learning" because it posits that learning is
situated within the context in which it occurs.

This means that knowledge and skills are best

acquired and understood when they are learned
in real-life situations and authentic contexts.

Learning is not isolated from the environment;

instead, it is embedded in the practices, cultures,
and activities of the social world.