Hi Class,
1. Observe and/or interview a child/adolescent and find out how he develops cognitively. Describe your findings based on Piaget's Cognitive Theory of Development and/or Vygotsky's Cognitive Theory.
2. Include and explain your agreement or disagreement on the 2 theories mentioned.
Doc Raqui
1. Observe and/or interview a child/adolescent and find out how he develops cognitively. Describe your findings based on Piaget's Cognitive Theory of Development and/or Vygotsky's Cognitive Theory.
2. Include and explain your agreement or disagreement on the 2 theories mentioned.
Doc Raqui
1. From the Vygotskian perspective: Based on my observation to my 7-year old boy cousin, a grade 1 student. He develops his cognitive functioning by means of interaction with his parents, significant others, and peers. As I remember, as early as the age of 2 my cousin were already being “matatas” (talkative) because people around him often interact or talk with this child. People talk him in a natural way not in “pautal-utal”, thus he talks fluently even though he’s only 7 years old. Hence, due to his experience and collaboration, or social interaction in his environment are also contributing factors to cognitive development. According to Vygotsky’s Theory of cognitive development states that interactions with other people are essential for maximum cognitive development to occur. Another thing I observed, there are things that he needs help with his parents and there are also things that he doesn’t want help like turning on their TV, playing computer games, and when they eat their meal on their dining table he doesn’t want to feed him with his mother (when he was 4 years old), he wants to eat by his own, nevertheless he will mad when someone feed him. Things that I noticed that he needs help when dressing clothes, taking a bath, writing, reading, and riding on a bike. In relation to Vygotsky’s Theory, this is known for his zone of proximal distance. It means a task that a child cannot yet perform independently, but can accomplish with the help of a more competent individual like parents or teachers. I also observed that when his father taught him how to ride the bike, at first his father always holds or grabs the bike together with the child to learn how balance and manipulate the pedal, then later on when the child is now learned to balance and drive the bike, his father is no longer hold him with his bike. This is refers to us as a scaffolding in which the structure or guidance of a more experienced person, particularly in the breaking the task down into smaller steps or procedures. I also observed that my little cousin likes to play with other children. According to Vygotsky, play provides the beginning of creative thinking and allows the child to practice self-regulation.
ReplyDelete2. Agreement:
ReplyDeletea) on Vygotsky’s Theory—I agree to Vygotsky’s socio-cultural approach to the cognitive development. We can learn through our experience and the people around us. The more experience we have from our environment/culture, the more learning we can have. I also agree, because children learn or acquire higher mental functions through interactions and/or collaboration with their surrounding culture. Usually a child who often interact with other people are said to be smart kids. We have saying that “ang batang matanong ay matalino”, which is logically true in some essence because they seeking or exploring for some needed information to answer their queries and to contribute for their curiosity and knowledge. Comparing a child who often interact with other people to a child who is a homeboy or “homely”. A homeboy child who doesn’t much have experience or social interaction, then when he grew up it will lead to poor thinking and reasoning skills, and has some delay in cognitive aspect like memory development and also inability to express self, thoughts, or his feelings. In some instances, there are what we called “vulnerable child syndrome” in which parents in their children are not allowed to play with other kids, go out of the house, and collaborate with other people because parents believed that their child is easily prone to sickness and they want their child always at home. The main thing is that the child will have poor interaction and development, and also as what I’ve said, delays cognitive functioning due to this scenario. Another example is that a student who is not much intelligent or something like “pasaway”, when gets interaction or collaboration, or even participation in a group of students/peers who are intelligent then there is a tendency that he will acquire knowledge through interaction and eventually he will be intelligent too. So I believed that interaction or collaboration as well as experience are pretty much important because it brings to the learning and development of a person.
b) on Piaget’s Theory—I agree, specifically on his 4 stages of cognitive development because every child has its own development by stages, age, or even process. Human intelligence progresses through a series of stages based on age, with the child at each successive stage demonstrating a higher level of functioning than at previous stages. In every stage or age, there is an appropriate behavior a child develops. Given an emphasis on sensori-motor age ranges from birth to 2 years, an infant with object permanence may have to form mental images on his mind, an infant is also able to determine the touch or “sensory” feeling coming from his parents, significant others, or environment, if this object permanence is said to be altered or deviated the infant will cry because of the changing or new environment he feel. This object permanence may have to be resolved in his previous stage, if not it will result to unresolved conflict. For instance, when this infant grew up and then became a preschool student, the child will have separation anxiety because of the new environment he encounters, just like crying infant, the preschool student might go home, cry, and doesn’t want to go to school. I also agree on the concept of assimilation, accommodation, and schema. Anything that perceives or takes into person’s mind from the environment is said to be assimilation and how the person received or understood it is accommodation. For example, a child saw a zebra for the first time, the child assimilates this information into his schema for a horse. When a child accommodates information, he takes into consideration the different properties of a zebra compared to a horse, perhaps a calling a zebra a “horse” with stripes. When he learned the name of zebra, he is now accommodated the information. Schema is something like any representation in the mind of a set of ideas or perception.
Vygotsky theory on Cognitive Development. According to Vygotsky, much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.An example is a niece of mine, 7 years old. During his early childhood she showed intelligence by being attentive to her surroundings. She is always curious on the things around her, she always ask. We as elder entertain and explains the answer. And now that she is 7 she is a good speaker. Her self esteem is not a problem. She is a regular contestant in some speech contest and a consistent honor student. As we can see my niece's self esteem had been developed with the support of her family and society. This is how the the support of the society affects the individual development of a child.
ReplyDelete1.) I have this goddaughter. She is now 4 years old now studying in a Day Care Center near their house. When we ask her about her schooling, she tells us that her classmates are so “iyakin”. Her teacher also told her parents that she is actually a smart kid. “Parang matanda magsalita.” She always has a star in her hand. She is also fond of asking so many questions (unlimited questions) to us like “ Bakit ka pumapasok sa school? Saan school mo?” and many more. And, when you asks her so many questions, she will tell to you, “Ang dami mong tanong. Kulit!”. She also love to play “lutu-lutuan” using real pots, frying pans, plates and other cooking utensils but she plays alone most of the time. And when she has playmates, she doesn’t care about them as if she has no playmates at all. I and my mother always teach her how to write her name, how to draw lines and teach her the different body parts like eyes, mouth and etc. On the bad side, she sometimes says bad words. When we ask her to whom she heard that, she says she heard these to her mother and grandmother. Another situation is when we asked her, “How do your mother call your father?” She answered, “***********.” When we all heard these, we always say that those words are bad and don’t say it again. I think all of these observations can be explained by Jean Piaget’s Theory of Cognitive Development and Vygotsky Cognitive Theory. In Piaget’s Theory, she is now in the Period of Preoperational. According to this period, play is the initial method of nonlanguage use of symbols. They love parallel play. This can be observed as children engage in activities side-by-side without a common goal. Imitations are ways to represent experience. They can communicate about events (like their schooling) with others. They also have this symbolic function, like when she is playing “lutu-lutuan” she pretends that she is really cooking something. In Vygotsky’s Theory, children’s cognitive development is affected by their social community like in my goddaughter when she learned how to say bad words because her community also say those words. Intelligence is the capacity to learn from instruction. That is the reason why it is so good to teach a child simple skills and knowledge like writing their name or the alphabet.
ReplyDelete2.) I agree both with Piaget’s Theory and Vygotsky’s Theory. In the latter theory, I agree that social interaction and culture have a big role in the cognitive development of a child or an adolescent. Attention, sensation, perception and memory will further developed into more sophisticated and effective mental processes and strategies through interaction within the socio-cultural environment. For example, at first a child can only say “Mama” or “Papa” but through interacting with her family members, her language develops and she can say other different simple words and phrases before going to school. Moreover, children are very curious and actively involved in their own learning and discover and development of new understanding or schema. Example, I remembered when I was still a child, I used to ask my parents about the names and sounds of animals. A child seeks to understand the actions or instructions provided by the tutor or teacher or parent then internalizes the information and they use it to guide their own performance. Social interaction involves cooperative and collaborative which promotes cognitive development. Example, a child is having a hard time playing a puzzle but when her older sister helps her playing the puzzle, the child will become more skilled in playing the puzzle. The next time she plays the puzzle, she will no longer have a hard time. I also agree with Piaget’s Theory. I agree that children move through these specific periods at different rates but in the same order and sequence. A child’s thinking does not develop entirely smoothly. Cognitive development involves processes based upon actions and progresses into changes in mental operations as they go to different stage until they reach the formal operations. Example, as what we can observe in an infant (sensorimotor stage), they use their senses for their development. They suck, hit, look and etc. At first, they develop the “object permanence” but at the end of the sensorimotor stage, they overcome the object permanence and a child can understand that even if it cannot be seen it still exists and will search for it. Another example is a child who is 3 years old and who is in Preoperational Stage can not do the things an 8-year old child can do (Concrete Operational).
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ReplyDeleteJean Piaget’s Cognitive Theory –I encounter kids every day, as a playschool teacher, it gives me such a perspective in observing their behaviors and how they grow. As I have observed, Jean Piaget was spot-on in his Cognitive Theory, they do grow in stages, although, not at the same rates and paces. I encounter and utilize Jean Piaget’s Cognitive Theory the most when it comes to Play. Kids of different ages appreciate different types of play. For example, kids who are in their pre-operational stage likes labeling things; using flashcards with names, or asking them to label pictures with words. In this stage, I’ve also observed that they learn new things rapidly, especially language.
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I am more inclined to Jean Piaget’s Cognitive Theory than Lev Vygotsky’s. It’s not so much as one theory is more important than the other; it’s just that I appreciate the clear distinction of stages in Jean Piaget’s Cognitive Theory. In his theory, all the behavioral growth and changes are defined. As a teacher, I admit that the cognitive theory has been very useful, as it helps me in determining what kinds of things a certain age group would or would not respond to. This helps me in selecting the appropriate method of teaching. As with Vygotsky's theory, it is also very viable and important, because it weighs in environmental and cultural factors which give the person individual attention. True enough, individuals do not grow similarly, and thus, as a teacher, this should also be taken into account. Although kids may, in general, fall into the different age brackets of Jean Piaget's theory, they are still, after all, unique human beings. :)
1.Based on my experience with my children age 7 and 2, I agree with Piaget's Theory of Cognitive Development because cognitive development includes the ways children solve problems and learn. A child builds knowledge and learns about her environment as she develops cognitively. Memory, concentration, attention, perception, imagination and creativity are all key components of cognitive development.
ReplyDelete2.Comparing Piagetian and Vygotskian Perspectives
Challenge, readiness, and social interaction are central to the theories of both Piaget and Vygotsky. However, the two perspectives differ on the role of language in cognitive development, the relative value of free exploration versus more structured and guided activities, the relative importance of interactions with peers versus adults, and the influence of culture.
(1) Through observation we can apply Jean Piaget’s Cognitive Theory. We can obtain information based on how the children behave and express their thoughts. We can also recognize how the child’s development is being affected by the culture and society based from Vygotsky’s Theory. There are specific activities that can be observed in different children but they have a common behavior and reaction to a given situation and it can be anticipated according to their age and stages in the cognitive development theories. Children at concrete operational stage are competitive and they can now formulate their own ideas and beliefs based on their thoughts and in the environment they are living. At this age, they can now accept the opinion of other and their socialization skills are enhanced. They are starting to create their own groups and gather together to play around as a team. Primary school students can solve simple mathematical problems and they are starting to understand the logic of things. How they learn is based from their senses and observation and also through the culture and social knowledge that are imbued to them by the people around them and by the society.
ReplyDeleteThe Sensorimotor Stage – infants learning are based on the senses and their actions and reactions are through the reflexes and sensory motor. This stage extends from birth to the acquisition of language. Infants gain knowledge and learn information based from their senses primarily through the visual and auditory senses.
The Pre-operational Stage – the child is able to construct mental reasoning and magical beliefs. Child creates their so called “imaginary friends” and their imaginations are becoming vast. They are able to form stable concepts and the child learns to use and represent objects by images, words and drawings. The child however is still not able to perform operations and they find it difficult to take the viewpoint of others.
Concrete Operational Stage – Individuals are learning to apply logic to thinking; development of understanding of reversibility and spatiality are achieved; learning to differentiate and classify and increased socialization and application of rules being done. However, thinking is still concrete and cannot solve complex verbal problems.
In Formal Operational Stage – At this stage, learning to think and reason out is in abstract terms. Cognitive maturity is achieved
These stages can be observe in every individual as they grow and develop including the effects of their culture and the kind of society that influences their thoughts and behaviors.
(2)I agree to Piaget & Vygotsky Theories.
ReplyDeleteJean Piaget’s Cognitive Theory is applicable and highly observable in almost all individual. There is a specific time for learning to be accomplished and achieved. The stages of cognitive development theory of Jean Piaget’s classify and orderly arrange the capabilities of individual according to their age and cognitive function that can be performed. These cognitive development stages can represent the intelligence and level of maturity of individuals.
Vygotsky’s Social Development Theory – focused more in the cultural aspects, effect and influence of the society in the development of a child and the role of language in the performance and child cognition.
Jean Piaget’s provided less emphasis on the effect of the environment in child development which is also an important aspect in the development. Self-initiated discovery as explained in the theory of Jean Piaget is not enough to fully achieve high level of intelligence and cognitive maturity. The environment also plays an important factor in molding the child and adolescent.
1. As far as what I have remembered and observed when my younger sister was still a baby, she was crying whenever she was hungry, like what is stated in Jean Piaget’s theory of cognitive development in sensorimotor stage, the child or the baby uses his or her senses in order for them to express what they feel, next is the pre-operational stage, this is the stage where there is what we called egocentrism, which means that the child is preoccupied with his or her own world, for example my younger sister back then when she was roughly five years old she was just playing on her own, she doesn’t want to play with other kids and she has difficulty taking the viewpoints of others around her, next to pre-operational is the concrete operational this is the stage where the child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences and lastly, the formal operation, the child’s cognition reaches its final form. By this stage, the person no longer requires concrete objects to make rational judgments. He or she is capable of deductive and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult. It is true that the child’s cognitive ability develops according to the stages of cognitive development but in different paces.
ReplyDelete2. I agree on both of their theories that child grows and develops accordingly to its developmental stages and of course his or her culture and social interaction can also affect his or her cognitive development.
According to Vygotsky's theory, children can do more with the help and guidance of an adult or other person more experienced person than they can do by themselves. For example, a child might not be able to walk across a balance beam on her own, but she can do so while holding her mother's hand.
ReplyDeletePiaget's Cognitive Theory concerned with children, rather than all learners. Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations .Piaget also proposed that a child acts on his own environment for learning.
Piaget and Vygotsky theory explain that children's cognitive learning styles and abilities. Vygotsky offered an alternative to Piaget's stages of cognitive development. Vygotsky's Sociocultural Theory of Development becaI believe that both Piaget and Vygotsky provided educators with important views on cognitive development in the child. me a major influence in the field of psychology and education.
This observation I made is on my daughter jaci who is now four-year old. What I did was watch the previous videos we took on her since she was a baby. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and enviromental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment. According to Piaget, a schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations. The assumption is that we store these mental representations and apply them when needed. As I had observed with Jaci, when she was still a baby and not yet able to move around the house and grasp objects or toys that she would want to play with, she was just a fine little baby who was staring strongly on something that had caught her attention, for example a microphone. But one day, when she already 1yr and 2 months, already walking then and able to reach out near the location of the microphone, to our surprise, she just sung a song to the tune of a nursery rhyme that we often sing to her. We don’t understand her own version of twinkle twinkle little star but this just proves that as she biologically grow, her idea of a microphone and the lyrics and tune of twinkle twinkle little stars which were on her mind were progressing. In this example, jaci had been hearing about this nursery rhyme and had been seeing us use the microphone when we sing in the videoke, and these schema was manifested/used when she got hold of the microphone (assimilation because in this part, she used her existing schema to deal with the situation). And while she was using it, she accidentally pulled the cord and Jaci wondered why she’s not producing the loud sound anymore. In this situation, according to Piaget, there was a disequilibrium. Jaci at first, without schema on what’s going on, had to ask help from us to restore the functioning of the microphone, and she observed how we did it, so the next time she pulled the cord, she need not to ask our assistance because she has mastered the new challenge (accommodation). Piaget in his observations also became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. An example of this Piaget knowledge that I observed with Jaci was when she we were in Bohol. Just when we were about to get to the place where the tourists get to see 360o the splendid beauty of the Chocolate Hills, I told Jaci that we’re about to go to the Chocolate Hills. As I saw her, there was an unexplainable excitement shining on her innocent little eyes. So when we got there, she got off the car immediately, can’t wait to see the Chocolate Hills. What surprised me was when Jaci pulled me and whispered something “mommy, why is it that I can’t find any chocolate in the Chocolate Hills?”…I was about to laugh at the surprise of her query when I realized I had to handle the situation well. Careful about the feelings of my daughter, I explained to her why it was called Chocolate Hills in the first place. At first, she did not come to understand, but through a series of explanation and example, she got, they are really not hills of thousand chocolates which she was expecting to see and perhaps partake.
ReplyDelete2. I agree with what Piaget has to say that children has different level of cognitive ability compare to adult. Their logical processes are different compared to parents. Furthermore, I believe that as they biologically grow, their own representations of the world (schema) are utilized and applied (assimilation and (accommodation). As I observed my daughter hecther, who is two years old now , since she were 1yr old she had been hearing her ate jaci singing Lupang Hinirang. One day, she surprised us with her very own version of Lupang Hinirang. She sung it well on its tune but there were some wordings that were replaced by her own lingo. Yet the song is understandable, it’s Lupang Hinirang indeed. Her schema on the song Lupang Hinirang was applied was she had the courage to sing, but still as a child, according to Piaget, they are still developing and doesn’t logically think as adult do, which makes her that easy to replace some of the lyrics of the song without even thinking of the meaning of what she’s saying and still able to confidently sing it out in front of us.
ReplyDelete1. Based on my observation with my nieces and nephews they both use these theories but in different situations. They use Piaget's theory mostly when they see a book or watch television and what they perceive through their senses they tend to learn but when they see or sense something they normally ask someone who is knowledgeable than them. Normally they are not contented on the ideas that they get through their senses and they want more information about something that they have learned and asking older people or people around them to learn further is when Vygostky theory comes in.
ReplyDelete2. In my opinion both theories shows promising ideas which can be seen to every person but I must say that Piaget's theory is only limited through certain stages of cognitive thinking, unlike Vygotsky he stated that everybody can think more beyond a certain stage. Meaning human's ability of thinking is unlimited and can grow further even beyond the age of peak. Piaget theory is mostly divided into stages which are definitely true but there are times that imagination happens from a child that they tend to think more than their age not because of the environment but because of the people surrounding them that they tend to develop more reasoning skills which should be available when they are older.
I had actually interviewed 3 persons for me to know more and to gain more data so I can better understand the differences of each one of us. I had interviewed my housemates. The interviewees were my friend in high school (Charisse), a 25-year old Internal Auditor, her boyfriend (Josh) and a good friend of mine, a 25-year old call center supervisor and my friend’s younger sister (Cheska), a 17-year old student. I was thinking if there were really differences between a woman’s point of view from a man’s point of view even though they are in the same age. On how they and on how they accepted the changes that happened in their lives, physically, mentally and spiritually.
ReplyDeleteI have learned many things in the interview. Most of my questions to myself were also answered. In a sense that, we all have mistakes and we learn from them alone. I also have come to realize that a man and woman have a lot of similarities not only with the changes in physical aspect but also with the language and cognitive aspects. But what I have noticed was that my expectation to see the differences of the interviewees. I already expected that a woman is more mature than a man in the same age. Their answers made me realize how we, as human beings, have the same experience, they were just In a different way.
1. My tutee (an 8 year old grade school pupil) and I use to play, chat, eat or watch during our break time from tutorial so I decided to do the observation and finds out how she develops cognitively. The activities that I gave her are the usual things that we do so she didn't have an idea what was it for and it’s like a usual playtime. First, I placed two rows of chips (15 each row) that are evenly spaced and after that, I asked her what does she think of the chips and told me that it contains the same amount of chips. I told her to go away for a while as I arranged the chips by spreading out the lower row of chips into larger space and after that, I called her again and asked the same question and she answered that they are still the same even though the lower row of chips were spread out. After that, I asked her to draw a map of the route from her school up to their house (I asked her to do so since their house isn't far from the school) and she managed to do it like where to turn left or right at certain places. Based on Piaget’s Cognitive Theory of Development, she’s in the concrete operational stage wherein children at the age of 7-11 years old can classify objects according to certain features like height, weight, color, shape and so on. Children at this stage have mastered various conservation concepts (understanding that the amount of substance remains the same even when its form is changed) like the chips activity that was given to her. Also, children are able to have a grasp of usage of abstract terms but only those that are related to concrete objects, those objects to which they have direct sensory access or experience.
ReplyDelete2. In Piaget’s Cognitive Theory of Development, I agree with his idea/focal point that children actively seek knowledge in order to learn through experience. Children learn about the world by doing experiments with objects and see what will happen or trying to seek answers out of curiosity until they develop mastery of classification/conservation up to the understanding and usage of abstract reasoning. On the other hand, Vygotsky’s Cognitive Theory has a good point that children learn complex forms of thinking through social interactions. Children are being guided and taught by an adult, like teachers or parents, who will be responsible in the development of their cognitive skills. A very common scenario is when our parents teach us how to read by making us produce and pronounce sounds first until we can read and do it by ourselves. I also agreed that with the help of others, children will eventually develop skills through continuous practice.
1. When I observe my high school students, I can see how social interaction affects their cognition (Vygotsky). Students that are in the age range of 11-13 are highly affected by their peers. Their peers may either encourage or discourage them to study. My students who have teachers that are commediene and enthusiastic learn faster and get high grades. But without proper motivation by the teacher, they become too complacent.
ReplyDeleteHi Anne Therese, again, I did not read your answer to this blog, hence, you have no grade for this.
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