Perkembangan Kognitif dan Bahasa

Teori Jean Piaget (skema & skemata, asimilasi,akomodasi, kesimbangan)

Teori Lev Vygotsky

(ZPD, Scaffolding)

Perkembangan Kognitif dan Bahasa

Imbas kembali Perkembangan Kanak-Kanak Kenapa kefahaman perkembangan kanakkanak penting ? Peringkat dan Proses Perkembangan
Perkembangan Kognitif

Otak Teori Piaget (kognitif) Teori Vygotsky (Bahasa)

Sebagai guru anda boleh :

1. Menerangkan

kepentingan kefahaman umum perkembangan kanak-kanak; serta proses dan peringkat perkembangan 2. Boleh berbincang akan perkembangan otak dan buat perbandingan dengan teori perkembangan Piaget dan Vygotsky 3. Kenalpasti ciri-ciri utama faktor persekitaran, bahasa, biologi ke atas penguasaan bahasa kanakkanak

Perkembangan kanak-kanak secara umum

Perkembangan: Corak proses perubahan biologi, kognitif dan sosioemosi bermula bayi sehingga akhir hayat.

Proses perkembangan kanak-kanak

Proses biologi dan pewarisan :
- Perkembangan otak - Pertambahan ketinggian dan berat badan - Perubahan kemahiran psikomotor - Perubahan hormon semasa baligh

Proses kognitif
Perubahan pemikiran kanak-kanak Kecerdasan Perolehan bahasa pertuturan

Perkembangan Kognitif dan Bahasa

Perkembangan Kognitif

Otak

Teori Vygotsky Teori Piaget

Perkembangan Kognitif: The Brain Pertumbuhan Otak Kanak-kanak

Myelination: Proses di mana sel dalam otak dan saraf diselaputi satu lapis tebal.

 Synaptic connections: Pertumbuhan dan lekapan hubungan antara neurons in the visual (lihat), auditory(suara), and prefrontal cortex sangat penting dalam pembelajaran, ingatan dan penaakulan

Frontal cortex
Aktiviti intelek penaakulan, bahasa Juga dikenali cerebral cortex

Sistem Limbik
Hipotalamus Seks,tambah adrelina bila stress,lapar,dahaga Hippocampus STM/LTM, takut, marah Tindakan automatik Serang/lari

Reptilian

Perkembangan Kognitif : OTAK

Lateralisasi otak : ialah pembahagian fungsi hemisfera otak kiri dan kanan.

Proses bukan Verbal

Proses Verbal Bagi kebanyakan individu, pertuturan dan bahasa di kiri otak

Persepsi spatial, Pemerhatian Visual , Dan emosi hemisfera kanan.

Teori Perkembangan Kognitif Piaget

Jean Piaget (1896-1980) Ahli psikologi Swiss teorist penting pada tahun 1930an Piaget percaya bahawa kanak punyai fikiran yang aktif sentiasa cuba membina kefahaman lanjutan terhadap alam sekeliling. Kefahaman ini dibina secara berstruktur yang dinamakan beliau sebagai schemas (skema)

Pendekatan Piaget
Suruh kanak-kanak selesaikan masalah, tanya kenapa buat demekian Akan dapati fikiran kanak-kanak berbeza dengan dewasa Proposed that development occurs as a series of stages differing in how the world is understood

Perkembangan Kognitif

Teori Piaget

Piaget: Empat Peringkat :

Perkembangan kognitif secara urutan 4 peringkat. Setiap peringkat umur boleh dilihat dengan jelas. Setiap peringkat lebih maju dari yang sebelum.
Deria motor
Pra operasi

Operasi Konkrit

Operasi formal

Teori Piaget
Kerangka untuk menyusun dan interpretasi maklumat. (skema) Kebolehan hubungkait ilmu baru ke ilmu Assimilation sedia ada (The ability to incorporate new (assimilasi) knowledge into existing knowledge.) Kebolehan ubahsuai skema dengan persekitaran (The ability to adjust Accommodation schemas to the environment.) (Akomodasi) Mengumpul tingkahlaku maklumat selera Organization ke tahap lebih tinggi (Grouping isolated behaviors into a higher order.) (Organisasi) Schema

Equilibration (keseimbangan)

Suatu anjakan, mencapai persetujuan untuk perseimbangan (A shift, a resolution of conflict to reach a balance).

Perbentukan Skema(schema)
Model tingkah laku asas Pengubahsuaian diri dalam alam sekitar Merujuk kebolehan dan pengalaman Dipelajari dan diperolehi berdasarkan syarat yang diwarisi Ditonjolkan aksi,bahasa,pemikiran,pandangan ,idea Tingkah laku berubah -pembelajaran

Adaptasi(adaptation)
Saling berkait Saling mempengaruhi Pengalaman dan pembelajaran Perhubungan dalaman dan luaran Mengadaptasi keperluan-proses perubahan Mengubahsuai diri-perubahan pemikiran Kuasa penggerak dalaman

Asimilasi(assimilation) dan akomodasi(accomodation)

Menyesuaian diri Mencapai kepuasan diri Bergantung keputusan struktur kognitif Pengalaman yang ada,mana-mana situasi Sikap akan membentuk tindakan Mengurus dan memberi tafsiran

Sensorimotor Stage (birth - 2)

Maklumat perolehi melalui deria dan pergerakan motor Peringkat ini bayi buat persepsi dan manipulasi tapi tidak taakul Pembiasaan secara simbolik perkembangan bahasa Object permanence is acquired (Pengekalan Objek)

Object Permanence
Kefahaman bahawa sesuatu objek wujud dan bebas dari tingkahlaku mereka Before 6 months infants act as if objects removed from sight cease to exist
Can be surprised by disappearance / reappearance of a face (peek-a-boo)

Piagets Preoperational Stage (2-7

years)

Peringkat Pra Operasi (tahap 1)

Symbolic Function (Fungsi Simbolik)

Egocentrism (tumpuan Ego): Tidak dapat beza perspektif diri dgn orang lain (The inability to distinguish between ones own perspective and someone elses perspective) Animism (Anismisme): Percaya objek tidak bernyawa mempunyai sifat seperti benda hidup (The belief that inanimate objects have lifelike qualities and are capable of action.)

Piagets Preoperational Stage

Peringkat Pra Operasi (tahap 2)
Intuitive Thought (Permikiran Intuisi / gerak hati)
Kemahuan Diri : mementingkan ciri / kehendak diri : tidak hirau orang lain (Centration: Focusing on one characteristic to the exclusion of others.) Pengekalan : ciri-ciri objek kekal sama walaupun ia dah beza dari segi penglihatan (Conservation: Some characteristic of an object stays the same even though the object might change in appearance.) Operasi : perwakilan mental yang tidak boleh diubah (Operations: Mental representations that are reversible.)

The Three Mountain Tasks (conservation)

Piagets Conservation Task

Conservation
Number

In conservation of number tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.

Conservation
Length

In conservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length.

Operasi konkrit (umur 7-12 )

Understanding of mental operations leading to increasingly logical thought (faham operasi mental boleh fikir secara logik) Classification and categorization (boleh buat klasifikasi dan susun atur) Less egocentric (kurang sifat penting diri) Inability to reason abstractly or hypothetically (belum boleh taakul secara abstrak / hipotikal)

Piagets Concrete Operational Stage (Operasi Konkrit)

Classification (klasifikasi): Coordinate several characteristics rather than focus on a single property of an object.
(Dpt selaras beberapa ciri dan tidak menumpu hanya pada ciri sesuatu objek sahaja)

Seriation : Order stimuli along some quantitative dimension. (Merangkai : menyusun ciri-ciri tertentu mengikut dimensi kuantitatif)
Transitivity: Combine relations to understand certain conclusions.
(Peralihan : mengabung pertalian makna untuk memahami sesuatu keputusan)

Classification
When shown a family tree of four generations, the concrete operational child can classify the members vertically, horizontally, and obliquely.

Operasi Formal (umur 12 - dewasa)

Hypothetico-deductive reasoning (Taakulan deduktif hipotikal) Adolescent egocentrism illustrated by the phenomenon of personal fable and imaginary audience (sifat penting diri remaja)

Piagets Formal Operational Stage

Hypothetical-deductive reasoning: (Penaakulan deduktif Hipotikal) Kebolehan untuk membentuk hipotesis (kemungkinan) kaedah untuk penyelesaian masalah The ability to develop hypotheses about ways to solve problems Adolescent egocentrism: ( kendiri ego remaja) Peningkatan kesedaran diri dan diri yang berbeza (unik) Heightened self-consciousness and a sense of personal uniqueness

Perspektif pemerosesan maklumat

Focuses on the mind as a system, analogous to a computer, for analyzing information from the environment ( otak sebagai satu sistem seperti komputer boleh analisis maklumat dari pelbagai sumber) Kemajuan perkembangan melambangkan
increased capacity of working memory (tingkat ingatan) faster speed of processing (cepat & tangkas) new algorithims (methods) (cara baru) more stored knowledge ( lebih ilmu)

Piagets Theory Challenged

New studies indicate infants do more than sense and react One study had 1 month old babies suck one of two pacifiers without ever seeing them When shown both pacifiers, infants stared more at the one they had felt in their mouth This requires a sort of reasoning

Pengkritik Teori Piaget

Underestimates childrens abilities (pandang rendah kebolehan kanak-kanak) Overestimates age differences in thinking (perbezaan umur pemikiran tidak jelas) Vagueness about the process of change (proses perubahan kabur) Underestimates the role of the social environment ( persekitaran sosial kurang diambil perhatian) Lack of evidence for qualitatively different stages (kurang bukti secara qualitative peringkat berlainan)

Perkembangan Kognitif Teori Kognitif Vygotsky

Perkembangan Kognitif Teori Kognitif Vygotsky

Kemahiran Kognitif Can be understood when they are developmentally analyzed (Boleh difahami apabila cerakin tugas perkembangan)

Are mediated by words, language, and forms of discourse (Disusuli perkataan, bahasa dan cara-cara berhubung)
Have their origins imbedded in a sociocultural backdrop ( Perkembangan kognitif (bahasa) dipengaruhi sosiobudaya)

Vygotskys Perspektif sosiobudaya

Emphasized the childs interaction with the social world (other people) as a cause of development (penekanan terhadap interaksi kanak-kanak dengan orang lain) Vygotsky believed language to be the foundation for social interaction and thought ( bahasa asas interaksi dan pemikiran) Piaget believed language was a byproduct of thought (piaget bahasa hasil dari pemikiran)

Vygotskys Sociocultural Perspective

Vygotsky - children learn from interactions with other people
Zone of proximal development - what a child can do by interacting with another person, but cant do alone. Critical thinking based on dialouge with others who challenge ideas

Piaget - focused on childrens interaction with the physical world

Vygotskys Theory
The Zone of Proximal Development (ZPD) student can work with the student can work ZPD Language and Thought Develop independently of each other Have external or social origins Scaffolding Teacher adjusts the level of support as performance rises

assistance of an instructor ________________________ independently

Vygotskys Zone of Proximal Development (ZPD)

Vygotskys Theory

Pelajar boleh faham dgn bantuan guru

Keupayaan Tinggi

ZPD

Pemikiran dan Bahasa Berkembang secara bebas Bermula dengan dipengaruhi sosial

Scaffolding (bantuan guru)

Pelajar boleh faham dengan bantuan guru yang rendah

Keupayaan Rendah Kapasiti pembelajaran

Scaffolding (rangka peringkat bantuan) Teacher adjusts the level of support as performance rises Guru perlu ubahsuai tahap bantuan apabila ada pemeringkatan prestasi

Cognitive and Language Development

Perkembangan bahasa

Apa makna bahasa?

Bagaimana bahasa boleh berkembang

Pengaruh baka dan persekitaran

Universal Characteristics of Human Language ( Makna Perkembangan Bahasa?)

Bahasa : satu corak komunikasi, lisan, tulisan, isyarat yang berdasarkan sistem lambang Language: A form of communication, spoken, written, or signed, that is based on a system of symbols. Phonology Fonologi Language sounds (bah. Bunyi) Bahasa berdasarkan bunyi

Morphemes - Strings of sounds that make up words Morfeme - rantai bunyi yang lengkapkan perkataan
Syntax - Words combined into phrases/sentences Sintaks - perkataan disambung jadikan ayat Semantics - Word meanings/usage Semantik makna perkataan / penggunaan Pragmatics - Word use in conversation Pragmatik perkataan digunakan semasa komunikas

Language Development
Biological and Environmental Influences

Children are neither exclusively biological linguists

nor
social architects of language.

Interactionists emphasize the contribution of both.

 Bacaan, tulisan, perkembangan nahu, dan celik huruf boleh disokong dgn tiga media teknologi ini: komputer buku elektronik Televisyen Pendidikan

Language Development
Infant preference for human speech over other sounds
before 6 months can hear differences used in all languages after 6 months begin to hear only differences used in native language

Cooing - vowel sounds produced 2-4 months Babbling - consonant/vowel sounds between 4 to 6 months Even deaf infants coo and babble

Language Development
MONTH
2 4 10 12 24 24 +

Speech Characteristic
Cooing vowel sounds Babbling consonant/vowel Babbling native language sounds One-word stage Two-word stage Sentences

Animal communication
Can animals learn language? Depends on definition of language.
primate studies--because of articulatory difficulties, many were taught sign language
can acquire vocabulary with much effort, similar to a childs learning of first words cannot acquire grammar do not understand turn-taking in conversation answer questions with words contained in the questions

tamat