IMPLICATIONS OF COGNITIVE DEVELOPMENT TO TEACHING AND LEARNING

BY: SOFIA ATIQAH REHININ MINARLDO JAMES UNGGAU

Introduction.....
The cognitive development and the theories presented by a few psychologists suggest that every child has a different approach in teaching and learning. Thus, the study helps educators to adapt the strategy and it effects the way of educating children. Different types of teaching and learning is applied to help the children in developing their cognitive abilities.

Topic of discussion
Different approach for children in:

Piagets classroom Vygotskys classroom

Piagets Theory
Adaptation of instruction to the learner's developmental level. The content of instruction needs to be consistent with the developmental level of the learner.
The teacher's role:
To facilitate learning by providing a variety of experiences. "Discovery learning" provides opportunities for learners to explore and experiment, thereby encouraging new understandings. Opportunities that allow students of differing cognitive levels to work together often encourage less mature students to advance to a more mature understanding. One further implication for instruction is the use of concrete "hands on" experiences to help children learn.

Piagets Theory
Suggestions: Provide concrete props and visual aids, such as models and/or time line Use familiar examples to facilitate learning more complex ideas, such as story problems in math. Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information with previous knowledge. Present problems that require logical analytic thinking; the use of tools such as "brain teasers" is encouraged.

Piagets Theory
1. Teaching pre-operational children (2-7 years old)
I. Use concrete teaching aids and visual aids whenever possible. II. Instructions should be short, using actions and words, followed with examples. III. Children at this stage find it difficult to understand the world from someones else point of view. IV. Be aware that students may have different meanings for the same word or different words for the same meaning. They expect everyone to understand. V. Give opportunity to children to do hands on practice. VI. Provide them with a wide range of experience.

Piagets Theory
2.Teaching concrete operational children (7-11 yrs old)
I. Continue to use concrete materials especially in learning new skills. Provide opportunities for children to manipulate the objects. Make sure presentations and readings are brief and well organised. Use familiar examples that are related to childrens experience when teaching complex ideas. Present problem solving that require logical and analytical thinking.

II.
III. IV. V.

Piagets Theory
3. Teaching formal operational children (11 yrs old ++)
I. Continue to use concrete-operational teaching strategies and materials. II. Provide opportunity for children to explore alternative answers and develop hypothesis. III.Give opportunities to children to solve problems and provide reasons scientifically. IV.Teach broad concept, do not concentrate on just facts. Let the children explore and analyse the concept on their own.

Piagets Theory
In the nutshell, teachers in Piagets classroom would; Use visual aids and models. Provide opportunities to discuss social, political, and cultural issues. Teach broad concepts rather than facts, and to situate these in a context meaningful and relevant to the learner.

Vygotskys Theory
Sociocultural theory Cognitive development occurs in a sociocultural context that influences the form it takes. Most of a childs cognitive skills evolve from social interactions with parents, teachers, and other more competent associates. Thus, in school teachers act as the facilitator or a coach.

Emphasis on cooperative learning with mixed ability groups

Vygotsys Theory
Suggestion: Guided participation, adult-child interactions in which childrens cognitions and modes of thinking are shaped as they participate with or observe adults

engaged in culturally relevant activities.

Our culture is one that uses what Vygotsky termed context-independent learning Children are seen as active participants in their education

Vygotskys Theory
Approach for children:
I. Assessment should be focused on the Zone of Proximal Development of a child. Teachers should give exercises or tasks of varying difficulties to determine the level of which to begin instruction. II. Teaching should begin at the upper limit, so the children can reach the goal with support. Teachers offer help only when needed. Give support and motivation for them to try and apply the skills to achieve the goal. III. Encourage help from skilled peers. Children can get the support and help from their skilled peers. IV. Monitor and encourage childrens use of private speech. Guide them in every aspects. V. Give meaningful instructions. Relate to their daily experience and guide them to apply the knowledge in a real situation.

Vygotskys Theory
For conclusion , teachers in Vygotskys classroom would favor guided participation in which they:
structure the learning activity provide helpful hints or instructions that are carefully tailored to the childs current abilities monitor the learners progress gradually turning over more of the mental activity to their pupils Promote cooperative learning exercises

Activity
In a group of 3-4, discuss and plan an activity for the pupils in primary school (upper primary level) according to neither Piagets or Vygotskys theory. Apply the theory into their classroom subjects, such as Science, Mathematics etc. Write down the plan of the activity and submit it to the presenter. Submission must be in a soft and hard copy.

Rational of the activity

As a teacher to be, we must know how to manage a classroom which is filled with different types of pupils. This practice will help us to plan a good classroom activity so we can approach the pupils with different learning styles and help them in their cognitive development. Besides that, our teaching will be systematic and we will be able to create an enjoyable and fun learning environment.