REFLECTION ESSAY

CHAPTER 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

By Ahmad Z. Al Khatib 201080033

Reflection Essay Ch:2 Human Development and Individual Differences Dr. Yaser Natour

United Arab Emirates University March, 2012

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2012 Ahmad Z. Al Khatib ALL RIGHTS RESERVED

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Abstract This essay is a reflection on chapter two in Ormrods (2011) Educational Psychology. It summarizes the main points, analyzes them and then reflects on them in the light of professional experiences and classroom discussions.

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Introduction

What is cognition? Cognition is a very difficult term to define. According to the American Psychological Association, Cognition is the processes of knowing, including attending, remembering, and reasoning; also the content of the processes, such as concepts and memories (APA, 2012). This is an extremely difficult and long definition. In an attempt to reach a conclusive definition, the writer of this essay decided to get back to the roots of the term. Webster dictionary on-line (2012) mentions that the term is derived from the Latin cognition-, cognitio, from cognoscere which means to become acquainted with, know, from co- + gnoscere to come to know. All through this essay, the term cognition shall be defined as to come to know, i.e. the process of knowing or building knowledge, which brings us back to APA definition still, with a much clearer perspective. Cognitive development As children grow, they change physically; that is, they become stronger, taller and bigger. Their physical abilities develop, a matter which is very much observable. With each phase of growth we can ask the child to perform certain tasks he was not able to achieve. Many internal changes also happen as he grows up; developments in the way of thinking, reasoning and language or what scientists call Cognitive development. Cognitive development is a very important aspect of teaching and learning. Consequently, classroom instruction needs to be developmentally appropriate (Ormrod, 2011).

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There appear to be four general principles of cognitive development: 1) there are universal, predictable, and developmental. 2) Children reach these milestones at different rates, so age should not be the only determinant of what a child can or cannot achieve. 3) The rate of development does not proceed at a constant rate; in some children it is rapid growth (spurts), while in others it is slow (plateaus). This can be observed when a child temporarily takes a step backwards, prior to taking a major leap forward (Ormrod, 2011). 4) Heredity and environment interact in their effects on development; heredity guides the childs growth through the process of maturation, in addition, these maturational processes seem to be characterized by sensitive periods in which the environment plays an important role. It is worth mentioning that children are never passive recipients of their environmental legacy, rather, they are active participants to the point that they succeed in altering and affecting these environments significantly. Educators and parents should not push children to produce outcomes unparalleled to their cognitive development stage, or compare them to others who are going at faster or slower rates. Failing to observe this might cause severe cognitive and psychological impairments that are very difficult to repair (Ormrod, 2011). Bronfenbrenners Theory There are other layers that influence cognitive development of a child, in addition to the immediate surroundings, i.e. the family, community and culture. The cultural aspect is highly important since it provides the framework by which the child determines what is right and what is wrong, what is good and what is bad, what is rational and irrational. Teachers in the UAE need to be aware of this as they get to deal with children from different cultures and different backgrounds. The other way round is a possible case in public schools in Abu Dhabi where teachers come from cultures different from that of the children they teach. Training educators on

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how layers of environment influence them and their students, and how both interact with each other is significantly important. Ignoring this can lead to stereotyping and issuance of judgments that might impede learning and instruction.

Role of the Brain in Learning and Development It is important if we want to learn about human learning and cognitive development to look at what both neurologist and psychologists say. Ormrod (2011) mentions four key points about the brains role in learning and cognitive development. In short, it appears that the brain is an ever-changing organism. Despite the fact that neuron begin to form synapses long before a child is born, the brain continues to do so by generating new ones and illuminating (pruning) unnecessary ones which are inconsistent with the environmental events and behavioral patterns. . Another important aspect is the harmony in which parts of the brain work together in terms of left and right hemispheres. There is no such thing as left-brain or right-brain thinking as both hemispheres constantly collaborate with each other to perform daily tasks from the simplest to the most complex operations. The brain is an ever adaptable organ, this ability of the brain to change with learning is known as neuroplasticity. Plasticity, or neuroplasticity, is the lifelong ability of the brain to reorganize neural pathways based on new experiences. By learning we obtain new knowledge and skills either through instruction or through experience. It is worth mentioning that in addition to genetic factors; the brain is formed by the characteristics of a person's environment and by his/her actions (Hoiland, 2012).

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Piaget & Vigotsky Developmental stage theory (Individual oriented approach) Piaget aimed at bringing a rational perspective on human thinking and communication, with the purpose of creating a theory of cognitive development of mankind. According to Piaget, development is a process from inside out where there is continuing reciprocity between a child and his/her environment. Children are natural learners who tend to accommodate to the environmental demands by assimilating what the environment has to offer. Learning occurs because their minds are made to learn. When they cannot assimilate new events, cognitive conflict arises leading to a state of disequilibrium. The learner according to Piaget is an active constructor of knowledge, who takes an active role in his/her learning, and uses prior experience to develop knowledge. This theory focuses more on cognitive development of individual learner and not as much on social and cultural aspects of learning. The constructing individual is considered the prime factor in a learning process where knowledge arises at the interface between subjects and objects (Streitlien, 2011).

Social Development Theory (The sociocultural approach) Vigotsky places primacy on social and cultural aspects when human beings develop cultural identity by participating in cultural activities. By doing so, they acquire the instituted meaning of the activity gradually. The basic unit of analysis here is the mediated action. The difference between what a learner is capable of doing alone and what he/she is capable of doing in collaboration with others, known as the zone of proximal development (ZPD). The theory

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emphasizes the importance of language activities where knowledge is socially constructed and language is viewed as the medium of this construction. Language starts as a means for a child to communicate, which then evolves to internal mental functions when more sophisticated processes arise. Vigotsky distinguishes between concepts a child develops through informal interactions with people in everyday life, and scientific concepts he/she learns at school. The spontaneous concepts are inductive generalizations while the scientific ones go from general to concrete (Streitlien, 2011). Compatibility issues Streitlien (2011) mentions that some researchers claimed these two theories as incompatible, while others viewed them as complimentary to each other. The teacher/ researcher should alter the focus between the two views depending on the situation. Neither Piaget nor Vigotsky believed in the possibility of verbal transmission of knowledge, however, both viewed learning as an active process in which learners construct knowledge in their own way, and the learner as an active operator in his/her own learning process. Both theories have strong influence on education research and teaching practices (Streitlien, 2011). Constructivism Theory Developmental stage theory and Social Development Theory form the foundation of constructivism theory; a model or a theory that views learning as an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Since no learner is a blank slate (tabula rasa), new information is connected to prior knowledge, leading to consequently subjective as

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opposed to objective mental representations. Learners continuously test these hypotheses through social interaction (Streitlien, 2011). Language Development Both Piaget and Vigotsky share the belief that language development is perhaps the most important factor in cognitive development (Ormrod, 2011). Scientists were able to define the linguistic characteristics and abilities at different grade levels. Teachers need to be aware of these and adapt their instruction accordingly.

Final Words A carpenter, a blacksmith, or a mechanic, cannot function well without the tools of the trade. So, why teachers sometimes go to classes without being prepared with the tools of their trade? Advancements in education psychology have opened the doors to a deeper understanding of the cognitive development of children. Ignorance is not an excuse anymore in the era of internet and speedy communication. Myths and misconceptions such as those related to the right and left hemispheres of the brain, causes of stuttering, brains not being able to regenerate itself, etc, should not be allowed to prevail among educators and govern teaching practices of teachers today.

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References APA (2012). Glossary of Psychological Terms. Retrieved on 21 March, 2012 http://www.apa.org/research/action/glossary.aspx Cognition. 2011. In Merriam-Webster.com. Retrieved March 21, 2012, from http://www.merriam-webster.com/dictionary/cognition Hoiland, E. (2012). Brain Plasticity: What Is It? Learning and Memory. Retrieved March 22, 2012, from http://faculty.washington.edu/chudler/plast.html Ormrod, J. E. (2008). Educational Psychology: Developing Learners, 6/E, Pearson: Prentice Hall. Streitlien, A. (2011). Learning through interaction. Telemark Centre for Educational Research, Norway