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Jean Piaget (8/9/1896-9/16/1980)
He was the first psychologist to make a systematic study of cognitive development about how a child constructs a mental model of the world. He did not want to measure how well children could count, spell or solve problems as a way of grading their I.Q. Instead he wanted to see how the fundamental concepts like the idea of a number, time, quantity, causality, justice and so on emerged. Piaget was more concerned with children, rather than all learners.
[http://www.simplypsychology.org/piaget.html] -
Cognitive Development (CD)
Three components to his theory:
1. Schemas: basic building blocks of such cognitive models, and enable us to form a mental representation of the world
2. Adaption processes: Assimilation- the process of taking new information into a previously existing belief, Accommodation- changing or altering our existing beliefs, information, process, Equilibrium- when a child’s knowledge is capable of explaining what it can perceive around it.
3. Stages of CD
[http://www.simplypsychology.org/piaget.html] -
Cognitive Development Theory
There are 4 stages of cognitive development:
1. Sensorimotor Stage (Infancy)
2. Pre-Operational stage (Toddler and early childhood)
3. Concrete Operational Stage (Elementary and early adolescence)
4. Formal Operational Stage (Adolescence and adulthood).
[http://www.simplypsychology.org/piaget.html] -
Cognitive Development (Sensorimotor)
During this stage Piaget observed his daughter and nephew. He realized that during this stage child of ages 0-2 acquire their knowledge through sensory experiences and manipulating objects. After a while they begin to learn that objects are separate and have their own being. Once they understand that concept they can then begin to attach names and words to different objects. [https://www.verywell.com/piagets-stages-of-cognitive-development-2795457] -
Cognitive Development (Pre-Operational)
During this stage the main style of learning is through pretend play. They can still have some difficulty with logic and understanding the point of view when communicating. An example that researchers use to understand the children during this stage is by using clay. When the clay is separated evenly into two pieces but the pieces are in different shapes because of the structure of the clay they will make a choice on it.
[https://www.verywell.com/piagets-stages-of-cognitive-development-2795457] -
Cognitive Development (Concrete Operational)
During this stage children begin to think more logically yet they still tend to struggle with abstract and hypothetical concepts. At this stage they begin to be more considerate about others feelings. Along with that they begin to realize that what think can be different from what others may think because we all have our own way of thinking and comprehending certain things. [https://www.verywell.com/piagets-stages-of-cognitive-development-2795457] -
Cognitive Development (Formal Operational)
This is the final stage of Piaget's cognitive development. This stage adds on from the other stages and shows the progression that individuals make. In this stage there is an increase in logic, ability to use deductive reasoning, and understanding of abstract ideas. At this level they are able to think of multiple solutions to problems that may occur in their lives. Even as an adult we still continue to learn new things.
[https://www.verywell.com/piagets-stages-of-cognitive-development-2795457] -
Benjamin Bloom (2/21/1913-9/13/1999)
Bloom's Taxonomy was created in 1956 by Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl in order to promote higher forms of thinking in education. There are 3 domains of learning cognitive (knowledge), affective (attitude) and psychomotor (skills). Along with six major categorize that help to form Bloom's Taxonomy.
[http://www.nwlink.com/~donclark/hrd/bloom.html][https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/] -
Domain of Learning (Cognitive)
This domain focuses on the knowledge and development of skills such as being able to the recall specific facts, patterns, and concepts. The categories are put into areas of highest to lowest. One must master a specific category in order to proceed onto the next. This domain as changed by one of Bloom's former students to make it more beneficial for the student and teachers. [http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive] -
Domain of Learning (Affective)
This domain focuses more on the emotional aspect of our lives. Some of these emotions are feelings, values, appreciation, enthusiasms, motivations, and attitudes. Each of these categories helps to build the individual up to understand emotions and what to do with them. This domain can also help the student to value, respond and receive what is being learned thus helping them to become better students. [http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html] -
Domain of Learning (Psychomotor)
This domain focuses on the mental (psycho) action (motor) of the individual. With the psychomotor domain students are more hands-on and active. They use their motor skills area to help them achieve certain problems such as cleaning a car or dealing with something mechanical. Each category expands on the different aspects of mental action and understanding what movements, skills, readiness and abilities are needed.
[http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html] -
Blooms Taxonomy 1956 and 2001 comparison
A former student of Bloom revisited the cognitive domain in the mid-nineties and made some changes. He changed the names in the six categories from noun to verb form, rearranged them as shown in the chart, and created a processes and levels of knowledge matrix. The new taxonomy represents a better form of thinking and is perhaps more accurate.
[http://www.nwlink.com/~donclark/hrd/bloom.html] -
Lev Vygotsky (11/17/1896-6/11/1934)
Vygotsky has an understanding that the child's culture of family environment affects the child's learning development. He believed that curriculum, instruction, and assessment all impact the learning styles of the student. He mentions that culture makes two contributions to the way a child's learning development happens. His theory deals with 3 major themes: social interaction, the more knowledgeable other, and ZPD. [http://www.funderstanding.com/educators/lev-vygotsky-and-social-cognition/] -
Zone of Proximal Development (ZPD)
The ability that student has to comprehend the material with help of a teacher or peer along with their ability to work individually. He believed that the certain "tools' that each individual has helps them to progress into developing higher learning skills. Each person has their own set of "tools" that help them to achieve the obstacles or problems that they face. [https://www.learning-theories.com/vygotskys-social-learning-theory.html] -
Social Interaction
Vygotsky idea of social interaction differs from that of Piaget because he believes that learning comes before development instead of the other way around. The cultural development of a child appears twice as a social and individual level. [https://www.learning-theories.com/vygotskys-social-learning-theory.html] -
More Knowledgeable Other (MKO)
Just as it says in the title, this learning development is based upon individuals who can grasp and or understand the material at hand at a higher learning standard then others. This is mainly adults such as teachers but it can also be peers who exceeding the other peers. [https://www.learning-theories.com/vygotskys-social-learning-theory.html] -
Howard Gardner (7/11/1943- present)
Gardner presented the idea of multiple intelligence based upon the idea that not all students learn the same. He challenged the cognitive development work of Piaget because he strongly believed that every child may be at different stages and do not all fit into the same category based on age. Two of the intelligence already in schools, Three are about art and two are about "personal intelligence".
[http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/] -
Theory of Multiple Intelligence
The learning styles are visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical. Gardner also states that the setting where students are learning impacts their learning skills. Gardner and Piaget both have similar ideas of how students learn but Gardner understood the idea that even though there can be stages in which individuals learn there are also categories that they fall into that help them become the learn that they are.
