Cognative Development Study Guide.

Rachel Reese.
Cognitive Development

Module 7
Compare and contrast the perspectives and principles of Piaget and Vygotsky
Identify specific ways to implement the theories of Piaget and Vygotsky in classroom instruction
Recognize the limitations of these theories
Key Terms:
Piaget- Theory of Genetic Epistemology, idea the knowledge develops between nature and nurture. He had four main ideas, 1. Biological maturation (nature) 2. Active exploration of the physical environment (nurture) 3. Social experiences (nurture) 4. Equilibration (self –regulation).
Schemas- physical action that is organized
Assimilation- adding new information or an experience to previous knowledge
Accommodation- has to do with modifications of something you already know, adding this material will help it to be added to your overall schema 
Disequilibrium- the discrepancy between your existing understanding and a new experience
Sensorimoter stage- birth to about two years old, where infants explore the world around them through their senses, object performance meaning when you remove something from sight its out of mind has to do with this stage as well.
Preoperational stage- two years to about seven, this is where a child actively explores with new objects, they are stuck on one way of thinking it has to be real to them
Concrete operational stage- seven years to eleven, this describes a child’s ability to think logically and use concrete methods
Formal operational stage- eleven years to adulthood, were a student can experiment with methods and are able to think out side of the box, they can evaluate the material
Vygotsky- argues that cognitive development comes from both factors of nature vs. nurture, he is famous for creating the theory of Zone of Proximal Development. This explains that children develop with more advanced thinking you potential is much higher with this interaction.
Internalization- a tool where we gather more cognitive responsibility for a task
Mediation- learning and being able to think about something, where a person can feel one with something
Self-talk- where you are able to discover and discus something to yourself and figure it out
Inner speech- learning to regulate your thoughts and actions
Zone of proximal development (ZPD)- is the difference what a learner can do with out help and what they can do with help
Scaffolding- is the changing of level of support; your guidance goes down when you have a better understanding of a concept
Guided participation- a child may need some help while engaging in an activity, this is where an adult steps in and is the help
Cognitive apprenticeship- is a theory of the process where a master of a skill teaches that skill to one who has not mastered it