Unit 4 ~The Primary Schooler Module 9 ~ Cognitive Development of Primary Schoolers Middle Childhood UNIT 4 (The Primary Schooler) - Heidi Grace L. Borabo, PhD Cognitive Development of MODULE 19 Primary Schoolers LEARNING OUTCOMES ‘At the end of this Module, you should be able to: @ describe the characteristics of children in the concrete operational stage © explain the importance of information-processing skills and how they affect the child’s cognitive development state the different cognitive milestones in primary- schoolers Jean Piaget is the foremost theorist on cognitive development. According to him, intelligence is the basic mechanism of ensuring balance in the relations between the person and the environment. Everything that a person experiences is a continuous process of assimilations and accommodations. Piaget described four main periods in cognitive development. For Piaget, intellectual ability is not the same at different stages. 265‘The Child and Adolescent Learners and Learning Principles 266 gum Look at the semantic map below. Write down words which come to your mind when COGNITIVE DEVELOPMENT is mentioned. Find a partner and compare your answers. Nabeieert™ eats oe Discussion Questions: 1, What ideas regarding cognitive development were common? 2. Are there new ideas regarding cognitive development which you found intriguing? 3. With the advent of the computer age, do you think cognitive development is affected? Explain your answer.Unit 4—The Primary Schooler Module 19 - Cognitive Development of Prmary Schoolers Se Jean Piaget's Concrete Operational Stage Concrete operation is the third stage in Piaget's theory of cognitive development. It spans from age 7 to approximately 11 years old. During this time, children have better understanding of their thinking skills. Children begin to think logically about concrete events, particularly their ‘own experiences, but have difficulty understanding abstract or hypothetical concepts, thus most of them still have a hard time at problem-solving. « Logic Concrete operational thinkers, according to Piaget, can already make use of inductive logic. Inductive logic involves thinking from a specific experience to a general principle. But at this stage, children have great difficulty in using deductive logic or beginning with a general principle leading to specific event. © Reversibility One of the most important developments in this stage is an understanding of reversibility, or awareness that actions can be reversed. An example of this is being able to reverse the order of relationships between mental categories. (For example in arithmetic, 3 + 4 = 7 and 7-4 = 3) Example: Teacher: Jacob, do you have a brother? Jacob: Yes. Teacher: What's his name? Jacob: Matthew. Teacher: Does Matthew have a brother? Jacob: Yes.268 ‘The Child and Adolescent Learners and Learning Principles Cognitive Milestones Elementary-aged children encounter developmental milestones. This is the stage when they leave Behind egocentric thinking - and start to develop a more mature way of looking at things, which greatly enhances children’s problem-solving skills, Piaget calls this process DECENTRATION. They develop certain skills within a particular time frame. The skills they learn are in a sequential manner, meaning they need to understand numbers before they can perform a mathematical equation. They can already take on complex, sequential and symbolic-based tasks, At this stage, reasoning is still immature, they have ease in identifying the here and now. Each milestone that develops is dependent upon the previous milestone they achieved. Up until age 8, a child learns new skills at a rapid pace. Once they reach the age of 8, the skills they learn start to level off so there is a steady increase of new skills. Specifically, young primary school-aged children can tell left from right. Their ability to speak and express themselves develops rapidly. In school, they share about themselves and their families. During play, they practice using the words and language they learn in school. They start to understand time and days of the week. They enjoy rhymes, riddles, and jokes. Their attention span is longer. They can follow more involved stories. They are learning letters and words. By six, most can read words or combinations of words,Unit 4~ The Primary Schooler Module 19 ~ Cognitive Development of Primary Schoolers Information- Processing Skills Several theorists argue that like the computer, the human mind is a system that can process information through the application of logical rules and strategies. They also believe that the mind receives information, performs operations to change its form and content, stores and locates it and generates responses from it. Implications to Child Care, Education and Parenting Children have varying intelligence profiles. ‘These profiles may be based on influences of learning and achievement. Parents, child care providers and teachers should be able to recognize these by: ‘© helping children draw on their strengths and promote growth in their weaknesses; planning lessons that cater to multiple intelligences based on instructional objectives; © encouraging children to read more every day to increase their vocabulary; ‘© bringing children to museums, art exhibits and historical landmarks to widen their perspective about the world and people; and ‘© lessening children’s screen time and increasing their personal and face-to-face interactions. 269The Child and Adolescent Leamers and Leaming Principles 4 YM 1, Observe a primary school classroom and take down notes on the following areas of cognitive development: Language and speech Reasoning . CreativityUnit 4—The Primary Schooler Module 19 - Cognitive Development of Primary Schoolors AIS Research on the differences in the cognitive development of boys and girls. Write some major points in their respective development. am Boys Girlsmm. ‘The Child and Adolescent Learners and Learning Principles (ED Z iSO Sa Read the study entitled Associations between Traffic-Related Air Pollution in Schools and Cognitive Development in Primary School Children: A Prospective Cohort Study, which you may access in http:// journals, losmedicine/article?id=10.1371i med, 1001792 ‘Write a short summary of the conclusions and recommendations. In addition to these, write your own insights. fz To ensure that you are promoting your students’ cognitive well-being, ask yourself the following questions: 1, Do I acknowledge that my students have different levels of intelligence? 2. Do I prepare properly for my lessons to accommodate these different levels of intelligence? 3. Do I motivate my students enough to read every day to improve their vocabulary and language? 4. Do I offer my students different activities for different intelligences?Unit 4 ~The Primary Schooler Module 19 Cognitive Development of Primary Schoolers KQ@)PE CHECK FOR UNDERSTANDING Read the statements carefully. Choose the best answer and write ‘them on the blank. Which means that children at the primary school age have difficulty determining outcome of a specific event using a ‘general principle? — Understanding A. Reversibility B. Inductive logic C. Deductive logic D. Discrimination 2. Miabella has been studying about nouns since she started primary grade. In grade one, she leamed about proper and ‘common nouns. In grade two, she learned about count and mass nouns. In grade 3, she learned about concrete and, abstract nouns. What principle is at work here? - Analysis ‘A. Learning is effective when done in a sequential manner. B. Learning should be repetitive to result in mastery. CC. Learning must be differentiated among grade levels. D. Learning must consider multiple intelligences. Jacob loves reading comic book series of superheroes. Which cognitive characteristic is shown here? -Analysis ‘A. They can read more words or combination of words. B. Their attention span is longer, hence, they are ‘more involved in serial stories. C. Their reading orientation is correct — starting from left to right; up to down, D. Jacob is an emergent reader.