Cognitive and Linguistic Development
por Adam Blair
1. Brendle's Perspective of Cognitive and Linguistic Development
1.1. I agree with Vygotsky's theory of cognitive development. As seen in a PreK classroom, children come in with a basic understanding of certain concepts. For example, we ask the children to sort buttons. The buttons are all different sizes, shapes, colors and have a different number of holes. At the beginning of the year, the majority of the children will sort the buttons by color. Over time and when prompted with open ended questions such as "What else do you notice that these buttons have in common?", some students are then able to identify that some some of the buttons are the same size or that some are the same shape. These conversations are guided, but by asking just a few open-ended questions, students are able to build on their knowledge of sorting. They understand the basic concept, and are able to build on it through guided discovery.
2. Adam's Perspective of Cognitive and Linguistic Development
2.1. I would have to adhere to the understanding that regardless of age, in order for individuals to learn they must construct their own understanding. This is based primarily on the theory of Constructivism of Piaget, of course there are influences such as environmental supports that could have a profound impact on the outcomes of one's understanding and development.
3. Lauren's Perspective of Cognitive and Linguistic Development
3.1. As an upper elementary teacher, I would have to agree most with Piaget's theory of Cognitive Development. For example, I often observe in my classroom students who are able to think in larger systems of mental processes (operations) and are able to think more logically than primary students; however, these same students struggle with understanding abstract ideas. Many of my students exhibit conservation in their reasoning, but would request the ability to measure or weigh an object to prove it's equal amount regardless of alterations. They are very literal and visual with their understanding and reasoning during problem solving tasks. With prompting and assistance, many of my students are able to reach the underlying main points of an abstract concept or idea, but they are not able to fully explain it to someone else.
4. Austin's Perspective of Cognitive and Linguistic Development
4.1. I think piaget's theory of cognitive development. The concrete operational stage is what I see the most when I substitute teach. Elementary school students are just now learning how to expand their thinking and how to care for others. the students amaze my everyday with how to emphasize with their peers as compared to the preschool students I use to work with. It is also interesting to me the little light bulb that goes off in their heads when they find a short cut in a math lesson.
5. Language Development
5.1. Phonology: How words sound and being able to produce the sequence of sounds
5.2. Semantics: Meanings of thousands of words
5.3. Syntax: Knowing words can be combined to form understanding
5.4. Pragmatics: Social conventions and speaking strategies
5.5. Morphology: Rules of Morphemes (Prefix, Suffix, Endings, Plurals)
6. Bronfenbrenner
6.1. Microsystem
6.2. Exosystem
6.3. Microsystem
6.4. Mesosystem
6.5. Chronosystem
7. Vygotsky
7.1. 1.) Guided exploration and instruction 2.) Culture is of paramount importance. 3.) Language is absolutely essential for cognitive growth.
8. Piaget
8.1. 1.) Self Exploration and Discovery. 2.) Culture has a potential impact. 3.) Language enhances cognitive development
8.1.1. Sensorimotor
8.1.2. Preoperational
8.1.3. Concrete Operations
8.1.4. Formal Operations