COGNITIVE

DEVELOPMENT
THEORY

Nur Izzati Aqillah Roslan

Nur Adila Shamsuddin
Siti Hajar Mohd Noor
Karen Grace Kius
 Individuals ability to think, give opinion, comprehend,
memorise events in the surroundings.
It involves mental activities

categorizin
memory planning reasoning
g
Problem
creating imagining
solving

Two main theories of cog. dev. :

Lev
John
Vygotsk
Piaget
y
Cognitive Development Theory
Jean Piaget
Our thinking process change radically from birth until
maturity
mental processes as a result of biological maturation
and environmental 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.
Identified four interacting factors that could influence
the individuals thinking processes:-
i. Maturation
ii. Individuals interaction with surroundings
iii. Social experiences
iv. Equilibration
 There Are Three Basic Components To Piaget's
Cognitive Theory:
i. Schemas
(building blocks of knowledge).
ii. Adaptation processes that enable the transition from
one stage to another (equilibrium, assimilation and
accommodation).
iii. Stages of Development:
- sensorimotor,
- preoperational,
- concrete operational,
- formal operational.
Schema
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.

Assimilation and Accommodation

Jean Piaget viewed intellectual growth as a process
ofadaptation(adjustment) to the world. This happens through:
Assimilation
Which is using an existing schema to deal with a new object or situation.
Accommodation
This happens when the existing schema (knowledge) does not work, and
needs to be changed to deal with a new object or situation.
Equilibration
Equilibrium occurs when a child's schemas can deal with most new
information through assimilation. However, an unpleasant state of
disequilibrium occurs when new information cannot be fitted into existing
schemas (assimilation).
Equilibration is the force which drives the learning process as we do not like
to be frustrated and will seek to restore balance by mastering the new
challenge (accommodation). Once the new information is acquired the
process of assimilation with the new schema will continue until the next time
we need to make an adjustment to it.
Piagets stages of cognitive development
Sensorimotor (0-2)
Pre-operational (2-7)
Concrete operations (7-11)
Formal operations (11-15)
Sensorimotor stage: 0-2
They have limited abilities
Learning through 5 senses very quickly
Their view of the world is still blurry
Object permanence
Goal directed actions-like to observe and respond
to stimuli
Rules for toddlers
If I like it, its mine
If its in my hand, its mine
If I can take it from you, its mine
If I had it a little while ago, its mine
If it looks like mine, its mine
If I saw it first, its mine
If its broken, its yours!
Preoperational stage: 2-7
Operations
Semiotic function
One-way logic
Difficulty with centering and conservation
Egocentrism
Language develops
Concrete operational stage: 7-11
Hands-on thinking
Conservation, identity, compensation
Reversibility
Classification
Seriation
Formal operational stage: 11-15
Not all individuals reach this stage
Hypothetico-deductive reasoning
Scientific reasoning
Adolescent egocentrism & imaginary audience
Implications of Piagets Theory
Understanding students thinking
Match teaching to cognitive stages
Presentation strategies
Illustrations and examples
Assignments
Individuals construct knowledge
Use disequilibrium to motivate
Limitations of Piaget
Stage theory inconsistencies
Underestimating childrens abilities
Cognitive development & information processing
Overlooks influence of cultural and social groups