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PATHFINDER GLOBAL SCHOOL, PATAUDI
Presentation on :
Cognitive DevelopmentPresentation by:
DIVYASHU SHARMASchool Counsellor
Cognitive Development
Basic Principles of Piaget’s Theory
Stages of Cognitive Development
• For a child to learn something new, needs repetition on the average 8 times.•For a child to unlearn an old behaviour and replace it with new, needs repetition on the average 28 times.
• 20 of those to eliminate old behaviour and 8 times to learn the new behaviour.
Basic Principles Development is driven by the process of
equilibration. Equilibration encompasses
Assimilation (Transforming information so that it fits within their existing thinking. )
Accommodation (Adapt thinking to incoming information.)
Schemas (Describes both the mental and physical actions involved in understanding and knowledge; also includes both categories of knowledge and the process of obtaining that knowledge. )
Three phases of Equilibration Satisfied with their mode of thought and
therefore are in a state of equilibrium. Then, become aware of the
shortcomings in their existing thinking and are dissatisfied. (in a state of disequilibrium; experience cognitive conflict.)
Last, adopt a more sophisticated mode of thought that eliminates the shortcomings of the old one (reach a more stable equilibrium.)
Basic Principles Metaphor of child as scientist Children are naturally curious and create
theories about how the world works Schemas are mental structures or
concepts in the child’s mind In assimilation, new experiences are
readily incorporated into existing theories In accommodation, existing theories are
modified based on experience
Basic Principles Assimilation and accommodation are
usually in balance, or equilibrium When balance is upset, children
reorganize their theories to restore equilibrium, a process Piaget called equilibration
Process results in qualitatively different and more advanced theories
Basic Principles Children periodically reach a point where
their theories are wrong most of the time and so they must reorganize thinking about the social and physical worlds
Three reorganizations of theories lead to four stages of cognitive development
Piaget believed all children pass through stages in same order
1. Stages of Cognitive Development
The sensorimotor stage spans from birth to approximately 2 years of age
Begins with reflexive responding and ends with using symbols
Object permanence: understanding that objects exist independently
Sub stages of Sensorimotor stage Reflexes (0-1 month)
1 0 Circular reactions(1-4 months)
2 0 Circular reactions(4-8 months)
Coordination of reactions(8 - 12 months)
3 0 Circular Reactions(12 – 18 months)
Early Representational thoughts (18-24 months)
Reflexes such as sucking and rooting
Involves coordinating sensation & new schema.
Begins to intentionally repeat an action in order to trigger a response in the environment
Shows clearly intentional actions. May also combine schemas to achieve desired effect. Explore surrounding & imitate the observed behaviour.
Begin a period of trail and error experimentation.Try out different sounds or actions to get attention.
Develop symbols to represent events or objects. Understand the world through mental operations rather than purely through actions.
2. Stages of Cognitive Development
Preoperational stage spans ages 2 to 7 years
Children use symbols but there are many errors in thinkingEgocentrismCentrationConfuse appearance and reality
Three Mountains Problem
Conservation Tasks
3. Stages of Cognitive Development
Concrete operational stage spans ages 7 to 11 years
Thinking based on mental operations (strategies and rules that make thinking more systematic and powerful)
Operations can be reversed Focus on the real and concrete, not the
abstract
4. Stages of Cognitive Development
Formal operational stage spans from roughly age 11 to adulthood
Adolescents can think hypothetically Use deductive reasoning to draw
appropriate conclusions from facts
Formal operational stage
Logic:Deductive
logic becomes
important, involves
hypothetical
situations and is often required in Science &
Mathematics.
Problem
solving:
The ability to systematicall
y solve a problem in a logical and methodical
way. Cognitive
development are often able to
quickly plan an organized approach to
solving a problem.
Areas to improve individual processing capabilities.
We will focus on three broad areas and concentrate on:•Mental Workload.•Training.•Managing errors.
Strategies to maximize cognitive function in daily life
Strategy 1: Respect the Complexity of everyday Task.
Recognize and respect the cognitive demands of the cognitive task. Everyday tasks can make many complicated cognitive demands , and have to recognize and respect the demands before you can begin to look at the effects of cognitive symptoms accurately , and begin to compensate for them.
Strategies to maximize cognitive function in daily life
Strategy 2: Stay Conscious of Cognitive Functioning (well or poor).
If one can learn to assess cognitive abilities, may be able to recognize when they will start to fade and must do something to restore them to an effective level. This will allow to keep negative effects to a minimum. Its possible to develop techniques to enhance cognitive abilities which can be effective during cognitive symptoms.
Strategies to maximize cognitive function in daily life
Strategy 3: Make the most of good period.
There are lot of things to deal with cognitive symptoms and to enhance cognitive functioning. Managing symptoms presents a number of intense intellectual challenges so need to do more of the work during the period when cognitive abilities are at their best. Analyzing experiences, developing and rehearsing strategies has to take place during period of peak functioning.