Chapter2:
1.What are the four principles of cognitive
development? (Knowing)
2. In developmental
stage theory, what are the convergences and
divergences between the approaches of Piaget and Vygotsky? (Analyzing)
Chapter3:
The possible developmental factors that
could be influencing the target students in my case study are numerous and
diverse. Their personal and social development might be analyzed from different
perspectives.
a.
Cognitive development is mostly link to one’s capacity to acquire and
foster perceptions about oneself and others as well. Students’ experiences,
backgrounds, and personal growth impact in different ways their own
understanding and behavior. Some students even in high school are not capable
of discerning between a suitable and a dreadful action. They sometimes lack of
the adequate skills to make the right judgment, thus they don’t monitor their
behavior in class
b.
In
cases where language development is
inadequate, learners can fail to fully understand the classroom rules and
expectations. Or they may interpret them differently from their actual meaning.
In consequent, students perpetrate an inacceptable behavior. Other students are
either rebellions to any type of rules and don’t comply with the ones of their
classroom, even when they fully comprehend them.
c.
En
general, high school students are expected to have reached certain level of social development as a result of their age and the accumulated social
experiences and interactions. However, this case study proves that certain
students refuse to reflect the maturity tier of their age and exhibit a lack of
social development in classroom.
d.
In
high school, emotional development plays
a key role in students’ life, behavior and personality. The physical changes
and hormonal fluctuations at this age directly impact students’ emotions, moods
and conducts. The peer pressure can be paramount in making judgment and taking
decision. The urgent feeling to “ fit in” is often behind much unacceptable
comportment in classroom. The desire to be the center of peers’ attention
motivate students sometimes to act in any way to achieve this aspiration.
e.
The
students’ value system is not fully shaped at their age; their Moral development is not yet completely
reached. Selfishness is one the characteristics of this period of life.
Students’ think themselves and about what they like. Their classmates don’t
mean a lot to them yet.
1. The four principles of cognitive development include the following: the developmental sequence is rather predictable, all children develop at different rates, development is somewhat marked by periods of spurts between periods of plateaus and nature and nurture work together in regards to development.
ReplyDelete2. Piaget believed that stages of cognitive development are hierarchical- each one builds a foundation for any stages that come after. There are three stages in Piaget's theory which include: Preoperational (age 2 until age 6 or 7), Concrete Operations stage (age 6 or 7 until age 11 or 12) and the Formal Operations Stage (age 11 or 12 through adulthood). It is believed that Piaget underestimated thinking capabilities of preschoolers and elementary children and overestimated what adolescents are able to do. Piaget also did not include experience in his stages of cognitive development. However, experience helps children to develop formal operational reasoning.
Vygotsky's theory of cognitive development emphasized the influence of social and cultural factors in the cognitive growth of children. Vygotsky believed that informal conversations and formal schooling, adults show children that their culture interprets the world, every culture transfers physical and cognitive elements that make daily living productive and efficient, thought and language become interdependent in their first few years of life, metal processes start as social activities and evolve into metal activities that children can use independently, children can perform challenging tasks with the help of older, more competent individuals, challenging tasks promote cognitive growth and play supports cognitive development. Many elements of Vygotsky's theory have been hard to test because they lack details of how children develop at different ages. The element of self-talk is one in which many theorists have tested and agree with. Vygotsky was right in thinking that self-talk increases and helps children when performing challenging tasks.