Ch 11

Cognitive development during middle childhood is marked by profound changes in the way children think and understand the world around them. Key theorists in this area include Piaget and Vygotsky, each offering unique perspectives on cognitive growth.

• Piaget: Concrete Operational Stage

  • Children in this stage, typically between the ages of 7 and 11, develop the ability to think logically about concrete situations. This means they can reason about direct experiences and perceptions, moving beyond egocentric thinking.
  • Key Concepts:
  • Decentration: The ability to consider multiple aspects of a situation.
  • Reversibility: Understanding that objects can be changed and then returned to their original form.
  • Conservation: Recognizing that quantity doesn't change even when its shape does.
  • Classification: The ability to organize objects into categories based on shared characteristics.
  • Seriation: Arranging objects in a sequence according to a specific characteristic, such as size or color.
  • Transitivity: Understanding the relationship between objects, for example, if A is taller than B and B is taller than C, then A is taller than C.
  • Identity: Comprehending that certain qualities of objects remain unchanged despite other alterations.

• Vygotsky's Contributions

  • Vygotsky emphasized the role of culture and social interaction in cognitive development. According to his theory, instruction is critical, and learning occurs in a social context. Key elements of his approach include:
  • Scaffolding: The support provided by an instructor or peer, crucial for helping a child achieve tasks they cannot accomplish independently.
  • Zone of Proximal Development (ZPD): The range of tasks that a child can perform with guidance but cannot yet accomplish independently.
  • Reciprocal Teaching: A method where teachers model cognitive strategies to improve reading comprehension, later allowing students to take charge of the discussion. This includes strategies such as predicting, clarifying, questioning, and summarizing.

• Language Development

  • Children become more adept at using language pragmatically, adjusting their communicative approach based on the context and audience. This includes mastering the ability to use words effectively in various social situations.

• Intelligence

  • Intelligence is a multifaceted concept with no singular definition. Different theories include:
  • Spearman’s G Factor: Suggests a general intelligence that influences performance across a variety of tasks.
  • Gardner's Multiple Intelligences: Proposes that intelligence is not a single entity but rather a combination of various distinct types of intelligence, such as linguistic, logical-mathematical, spatial, musical, and interpersonal intelligence.
  • Sternberg’s Triarchic Theory: Focuses on analytical, creative, and practical aspects of intelligence.
  • Mental Age: A critical concept regarding individual performance measured against age-based expectations, with IQ calculated as follows:
  • IQ = \frac{MA}{CA} \times 100
  • Where MA is mental age and CA is chronological age.
  • The application of intelligence research in education is pivotal, as tests can predict academic success and identify learning disorders. For instance, discrepancies between a child’s IQ and standardized achievement test scores can signal areas needing additional support.

• Hidden Curriculum and Social Influences on Learning

  • The hidden curriculum refers to the implicit lessons learned in school that are not directly taught, such as social norms and values. Teachers' expectations and interactions play a crucial role in student success, highlighting the importance of teacher ethnicity and classroom management strategies.

• Issues Affecting Learning

  • Conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorders can significantly influence cognitive development and learning experiences.
  • ADHD is defined by symptoms of inattention, impulsiveness, and hyperactivity, with prevalence rates indicating that approximately 6.1 million children were diagnosed in 2016, predominantly affecting boys. Treatment approaches often include behavioral management and medication.
  • Autism is characterized by delays in social and language development, with a prevalence of 1 in 44 children by age 8, again more common in boys