MC

week 2 - cognitive & language dev (1)

1. Overview

  • Development: Pattern of biological, cognitive, and socioemotional processes starting from conception and continuing through life.

    • Mostly involves growth, but also includes decay (aging, dying).

  • Reference: Santrock, J.W. (2018). Educational Psychology (6th ed.).

Key Developmental Issues

  1. Nature vs. Nurture – Is development driven more by biology or environment?

  2. Continuity vs. Discontinuity – Is development gradual (continuous) or stage-like (discontinuous)?

  3. Early vs. Later Experience – Do early life experiences or later ones have stronger influence?

Connection to Education

  • Developmentally appropriate teaching practices: Learning should be challenging but not overwhelming (not too easy, not too difficult; not boring, not stressful).

  • Splintered development: Development can be uneven (e.g., child excels in math but struggles in writing, or high academic ability but emotional immaturity).

  • Understanding developmental changes helps teachers provide optimal learning environments.

2. Cognitive Development
The Brain

  • Neuroconstructivist view:

    • Brain development shaped by both biological processes and environmental experiences.

    • Brain has plasticity → ability to change depending on experience.

    • Cognitive development is closely linked with brain development.

  • Examples:

    • Middle & Late Childhood: Neuronal development and brain region specialization.

    • Adolescence: Increased lateralization, ongoing brain plasticity.

Piaget’s Theory

  • Schemas: Mental frameworks for understanding the world.

  • Assimilation: Incorporating new information into existing schemas.

  • Accommodation: Adjusting schemas to fit new information.

  • Organization: Combining behaviors and thoughts into coherent systems.

  • Equilibration: Process of balancing assimilation and accommodation.

  • Stages of Development:

    1. Sensorimotor (0–2 yrs)

    2. Preoperational (2–7 yrs)

    3. Concrete Operational (7–11 yrs)

    4. Formal Operational (11+ yrs)

Vygotsky’s Theory

  • Zone of Proximal Development (ZPD): Gap between what a learner can do alone vs. with guidance.

  • Scaffolding: Support provided by teachers/peers, gradually removed as learner gains independence.

  • Language & Thought: Language plays a central role in shaping thought and learning.

Comparison: Piaget vs. Vygotsky

3. Language Development
What is Language?

  • Definition: Communication (spoken, written, signed) based on symbols.

  • 5 Systems of Rules:

    1. Phonology – sound system.

    2. Morphology – word formation rules.

    3. Syntax – grammar, sentence structure.

    4. Semantics – meaning of words/sentences.

    5. Pragmatics – appropriate use of language in context.

Influences on Language Development

  • Biological + Environmental (Interactionist View):

    • Children are biologically prepared to learn language.

    • Caregivers’ interactions accelerate development.

    • Not just imitation/reward → interactive conversation is key.

    • Active engagement, asking questions, and dialogue matter.

Stages of Language Development

  • Infancy to Early Childhood: Rapid vocabulary growth, basic grammar.

  • Middle & Late Childhood: More complex grammar, reading & writing skills.

  • Adolescence: Advanced abstract language use, deeper pragmatics.

4. Educational Implications

  • Teachers should design learning tasks that match developmental stages.

  • Use scaffolding strategies to support students within their ZPD.

  • Encourage interactive dialogue in classrooms to enhance language learning.

  • Be aware of uneven (splintered) development and tailor approaches to individual needs.

5. Key Reflection Questions

  • How can teachers balance continuity and discontinuity in teaching practices?

  • In what situations should discovery learning (Piaget) be prioritized vs. scaffolding (Vygotsky)?

  • How can language development be supported beyond grammar (e.g., pragmatics)?

  • What classroom strategies help students with splintered development?