IMPORTANT NOTE

This module is designed to provide a comprehensive exploration of

cognitive and social development concepts, specifically for the
requirements of EDUC 201.

:Author: Jennyrose Celestial Cupas :Date: 2024-09-01

:Version: 1.0.0

:Example: >>> import cognitive_social_development >>>

cognitive_social_development.piaget_stages() # Example usage :

Notes: - This module is intended for submission to Mrs. Cielito Santos for
Values Ed 2H, as part of the course requirements for EDUC 201. - It
includes functions related to key theories of cognitive development, such as
Piaget's stages and Vygotsky's sociocultural theory.

:See Also: -Social Cognitive Development – PSYC 812 - Liberty

University Online

What I Need to Know

A cognitive development module delves into the fascinating journey of how our minds
grow and change throughout life. You'll explore foundational theories like Piaget's
stages, uncovering the building blocks of cognitive development. The module examines
key areas like language, memory, attention, reasoning, and problem-solving, tracing their
development across the lifespan.
At the end of the module, you are expected to:
• Analyze and apply key theories of cognitive development.
• Identify and explain the major stages and milestones of cognitive
development across the lifespan.
• Evaluate the factors that influence cognitive development, including
biological, environmental, and cultural influences.
 • Discuss the implications of cognitive development for various fields, such as
education, parenting, and clinical psychology.

Introduction

Someone once wrote in his journal: “Childhood is a world of miracle and wonder; as if
creation rose, bathed in light, out of darkness, utterly new, fresh and astonishing. The end
of childhood is when things cease to astonish us. When the world seems familiar, when
one has got used to existence, one has become an adult.” Early childhood (preschool age)
is just one stage of childhood. Do you remember how you were as a preschooler? What
do you remember most as a preschooler? What did you enjoy doing?

Activity

Below are behaviors or remarks from children. Your early childhood experiences may
help you arrive at the correct answer. Put a check (/) on the item that is TRUE of
preschoolers and an X on the item that does NOT apply to preschoolers.

______ 1. “Someone switched on the thunder,” a child remarked.

________2. Child silently nods on the telephone to answer his Father who is on the other
side of the phone inquiring if Mom is around.

________3. “That tree pushed the leaf off and it fell down,” says a child.

________4. A child is presented with two identical beakers each filled to same level with
liquid. The child is asked if these beakers have the same amount and she says YES. The
liquid from one beaker is poured into a third beaker, which is taller and thinner than the
first two. The child is then asked if the amount of liquid in the tall, thin beaker is equal to
that which remains in one of the original beakers. The child says YES.

________5. Child asks a series of “why” questions.

________6. Child is strongly influenced by the features of the task that stand out, such as
the flashy, attractive clown

. ________7. Child pays attention to the more relevant dimensions of the task such as
directions for solving a problem and not on the prominent clown, for instance.
________8. Jun does not realize that the juice in each glass can be poured back into the
juice box from which it came.

________9. Mike did not like to share a piece of cake with his younger sister. Mike’s
younger sister was sick. Mike concludes that he made his younger sister got sick.

Analysis

Form small groups of 5 to 6. Compare your answers to the questions below. Give
reasons for your answers. Bring in your childhood experiences as you share your
answers. Try to arrive at a consensus.

1. Which item/s is/are TRUE of preschool children?

2. Which item/s is/are NOT TRUE of preschool children? Answering the items above
made you think about your own views or assumptions about the preschoolers’ cognitive
development.

You were also once in that world of bursting curiosity wanting to know about the world
around you. Read through the module and you will surely understand the way
preschoolers think and learn. You will also learn about how as a future teacher or parent,
you can best contribute to the preschoolers’ cognitive development.

What is it

Jean Piaget (1896-1980) was a Swiss psychologist renowned for his groundbreaking work
on child development. He is considered a pioneer in the field of developmental psychology,
particularly for his theory of cognitive development.

Jean Piaget, revolutionized our understanding of how children's thinking develops with his
theory of cognitive development. Piaget believed that children are active learners who
construct their understanding of the world through interactions with their environment. His
theory emphasizes the importance of children's own exploration and experimentation in
shaping their cognitive abilities.

Piaget did not believe that children think less than adults; instead, children simply think
differently. He believed that between birth and adolescence, children move through four
stages of cognitive development. Each stage is qualitatively different from each other,
meaning that the characteristics of thought are different in quality. Piaget’s theory did not
allot for the skipping of a stage; however, children do move through the stages at their own
pace – some faster and some slower. Piaget also posited that not all individuals reach the
later stages of cognitive development. For example, an individual with a developmental
disability may forever stay in the first stage of cognitive development.

1. Stages of Cognitive Development:

Piaget proposed four distinct stages, each marked by unique ways of thinking and problem-
solving.

Sensorimotor Stage (Birth to 2 years):

Focus: Infants learn through sensory experiences and motor actions.

Preoperational Stage (2 to 7 years):

Focus: Children begin using symbols and language, but their thinking is often egocentric
and intuitive.

Concrete Operational Stage (7 to 11 years):

Focus: Children develop logical thinking about concrete objects and events.

Formal Operational Stage (11 years and up):

Focus: Adolescents and adults develop abstract thinking, hypothetical reasoning, and the
ability to solve complex problems.

2. Assimilation and Accommodation:

These are the two key processes through which children learn:

Assimilation: Incorporating new information into existing mental structures (schemas).

Accommodation: Modifying existing schemas or creating new ones to fit new information.

3. Equilibration:

Children strive for a balance between assimilation and accommodation, which drives their
cognitive development. When faced with new information that doesn't fit their existing
schemas, they experience disequilibrium, motivating them to adjust their thinking to restore
balance.

Influence on Education and Psychology:

Piaget's theory has had a profound impact on our understanding of child development and
education. It has influenced educational practices, emphasizing active learning, hands-on
experiences, and the importance of providing children with opportunities to explore and
experiment. His work has also been influential in developmental psychology, providing a
framework for understanding cognitive development across the lifespan.

What I Need to Know

Social development refers to the process of change and growth in an individual's social
skills, behaviors, and understanding of their place within society. It encompasses how
 individuals learn to interact with others, build relationships, navigate social situations, and
contribute to their communities.
At the End of the Module, You Are Expected to:
• Understand the core principles of Vygotsky's social development theory.
• Explain the role of social interaction in cognitive development.
• Define and apply the concepts of the More Knowledgeable Other (MKO) and
the Zone of Proximal Development (ZPD).
• Recognize the importance of cultural tools in shaping cognitive development.
• Compare and contrast Vygotsky's theory with other theories of cognitive
development.
• Apply Vygotsky's concepts to real-world educational settings.

Activity No. 1

Answer the following:

1. As a child, recall a skill that you wanted to learn and eventually learned well,
through the help of another person. (like swimming, riding a bike, playing the piano,
skating, etc.) __________________________________________
2. What made you interested to learn the skill?
______________________________________________________

__________________________________________________________________
_________________________

3. Who taught or assisted you?

__________________________________________________________________
__
4. Describe how you went about learning the skill. Describe what steps or actions the
person did in order to help you learn.
__________________________________________________________________
_________________
ABSTRACTION

When Vygotsky was a young boy, he was educated under a teacher who used the Socratic
method. This method was a systematic question and answer approach that allowed
Vygotsky to examine current thinking and practice higher levels of understanding. This
experience, together with his interest in literature and his work as a teacher, led him to
recognize social interaction and language as two central factors in cognitive development.
His theory became known as the Socio-Cultural Theory of Development.

Piaget and Vygotsky

Vygotsky worked on his theory around the same time as Piaget in between the 1920’s and
30’s but they had clear differences in their views about cognitive development. Since
Piaget was taken up already in the preceding module, it would be easier now to see how
his views compare with Vygotsky.

Piaget Vygotsky

More individual in focus More social in focus

Believed that there are universal stages of Did not propose stages but emphasized on
cognitive development cultural factors in cognitive development

Did not give much emphasis on language Stressed the role of language in cognitive
development
What is it

Social Interaction and Cognitive Development: Vygotsky argued that social interaction
precedes development, meaning that children learn and develop cognitively through
interactions with others. He contrasted this with Jean Piaget's theory, which suggested that
development precedes learning. Vygotsky proposed that all higher mental functions, such
as language, memory, and problem-solving, originate in social interactions.

The More Knowledgeable Other (MKO): The MKO refers to anyone who has a better
understanding or higher ability level than the learner in a specific task, process, or concept.
This could be a teacher, parent, peer, older sibling, or even a computer program.The Zone
of Proximal Development (ZPD): The ZPD is the distance between a learner's current
ability to perform a task independently and their potential ability with guidance or
collaboration. Vygotsky believed that learning occurs within this zone, where learners can
achieve more with assistance than they could alone.

Vygotsky's sociocultural theory views human development as a socially mediated process

in which children acquire their cultural values, beliefs, and problem-solving strategies
through collaborative dialogues with more knowledgeable members of society. Vygotsky's
theory is comprised of concepts such as culture-specific tools, private speech, and the Zone
of Proximal Development.

An important concept in sociocultural theory is known as the zone of proximal

development. According to Vygotsky, this "is the distance between the actual development
level as determined by independent problem solving and the level of potential development
as determined through problem-solving under adult guidance or in collaboration with more
capable peers."

Essentially, it includes all of the knowledge and skills that a person cannot yet understand
or perform on their own, but is capable of learning with guidance. As children are allowed
to stretch their skills and knowledge, often by observing someone who is slightly more
advanced than they are, they are able to progressively extend this zone of proximal
development. Vygotsky’s sociocultural theory of human learning describes learning as a
social process and the origination of human intelligence in society or culture. The major
theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental
role in the development of cognition. Vygotsky believed everything is learned on two
levels. First, through interaction with others, and then integrated into the individual’s
mental structure. Every function in the child’s cultural development appears twice: first,
on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological). This applies equally to
voluntary attention, to logical memory, and to the formation of concepts. All the higher
functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57) A
second aspect of Vygotsky’s theory is the idea that the potential for cognitive development
is limited to a "zone of proximal development" (ZPD). This "zone" is the area of
exploration for which the student is cognitively prepared, but requires help and social
interaction to fully develop (Briner, 1999). A teacher or more experienced peer is able to
provide the learner with "scaffolding" to support the student’s evolving understanding of
knowledge domains or development of complex skills. Collaborative learning, discourse,
modelling, and scaffolding are strategies for supporting the intellectual knowledge and
skills of learners and facilitating intentional learning.

REFERENCES:

Piaget, J. (1988). Extracts from Piaget's theory (G. Gellerier & J. Langer, trans.). In K.
Richardson & S. Sheldon (Eds.). Cognitive development to adolescence: A reader (pp. 3-
18). Erlbaum. (Reprinted from Manual of child psychology, pp. 703-732, by L. Carmichael
& P. H. Mussen, ed., 1970, Wiley).American Psychological Association. (2020).
Publication manual of the American Psychological Association (7th ed.). American
Psychological Association.Heberle, A. E., Thomann, C. R. B., & Carter, A. S. (2020).
Social and emotional development theories. In Encyclopedia of infant and early childhood
development (pp. 173–182). Elsevier. https://doi.org/10.1016/B978-0-12-809324-
5.23633-X