EDUC 111

MODULE 5
Cognitive Development of Children and
Adolescents
 LESSO Theories of Cognitive Development
N1

Learning Outcome :

1. Explain the theories of cognitive development of children and adolescents

through the perspectives of Jean Piaget, Lev Vygotsky, and Urie Bronfenbrenner.

INTRODUCTION:
In this lesson we will be examining three theories of cognitive development among
children and adolescents. Piaget’s Theory is a truly a classic in the field of educational
psychology and its focus is on how individuals construct knowledge. The key theme of
Vygotsky’s theory is that social interaction plays a very important role in cognitive
development. While Bronfenbrenner came up with a simple yet useful paradigm showing
the different factors that exert influence on an individual’s development. It points out the
ever-widening spheres of influence that shape every individual, from his/her immediate
family to the neighborhood, the country, even the world.
You are expected to explain and differentiate their theories at the end of this lesson.

ACTIVITY: Situation Analysis and Memory Recall

1. It’s Christmas and Uncle Bob is Giving “Aguinaldo” to the children. Three year-old
Karen did not want to receive the one hundred peso bill instead she wanted to have the
20-peso bill because her mother used to give her 20 pesos every weekend. Her ten-
year-old cousins were telling her it’s better to get the one hundred bill, but they failed
to convince her.
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2. As a child, recall a specific skill that you really wanted to learn and eventually
learned well through the help of another person. Describe how were you able to learn
that skill.
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3. Recall your childhood and complete the following sentences. You may also ask your
parents for some information.
 When I was 5 years old, my parents_________________________________________
_________________________________________________________________________
.
 As a child, my unforgettable playmates were _________________________________.
 When I was elementary, I regularly watched the television show
__________________.
 When I was growing up, we went to church in
________________________________.

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 I cannot forget my teacher who
____________________________________________.
 When I was growing up
__________________________________________________.
 When I was in high school
________________________________________________.

 As a child, I can recall this big news about ___________________________________

_________________________________________________________________________
.
 The most serious challenge our family experienced was ________________________
_________________________________________________________________________
.
 The most important thing that I learned from my elementary school was____________
_________________________________________________________________________
.

ANALYSIS

1. In activity no. 1, why do you think Karen prefer the 20-peso bill and not the 100-
peso bill? Do you have the same experience in the past? If you were Karen, which bill
will you choose? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. In activity no. 2, can you say that the person who taught you that skill effective in
teaching you? Why do you think so? Can you still perform that skill until now?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. In activity no. 3, was it easy or difficult for you to complete the sentences? Why?
Which of your experiences mentioned above made a great impact of who and what you
have become right now and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

ABSTRACTION

A. PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Jean Piaget’s Cognitive Theory of Development focuses on how individuals

construct knowledge. Cognitive refers to the part of mental functions that deals with logic,
opposed to Affective which deals with emotion, feelings, and values and Psychomotor
which deals or pertains with SKILLS under control of mind.

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 The children with different ages have different stages of cognitive development. As
a future teacher, you will come to understand cognitive of children and adolescents and
identify ways of applying this understanding in teaching learners and curriculum designing.

BASIC COGNITIVE CONCEPT

Schema- refers to the cognitive structures by which individuals intellectually adapt

to and organize their environment. It is an individual’s ways to understand or create
meaning about a thing or experience.
Assimilation- this is the process of fitting a new experience into an existing or
previously created cognitive structure or schema.
Accommodation- this is the process of creating a new schema.
Equilibration- achieving proper balance between assimilation and accommodation.

Piaget’s Stages of Cognitive Development

There are 4 stages of cognitive development according to theory.

Stage 1. Sensorimotor Stage (birth – 2 years)

 Object Permanence

Stage 2. Pre-operational Stage (2 – 7 years)

 Symbolic Function
 Egocentrism
 Centration
 Irreversibility
 Animism
 Transductive Reasoning

Stage 3. Concrete Operational Stage (7 – 11 years)

 Decentering Reversibility
 Conservation
 Seriation

Stage 4. Formal Operational Stage (11-16 years)

 Hypothetical Reasoning
 Analogical Reasoning
 Deductive Reasoning

STAGE 1 – Sensorimotor Stage (Birth to Infancy)

This is the stage when a child who is initially reflexive in grasping, sucking, and
reaching becomes more organized in his movement and activity. Infants construct an
understanding of the world by coordinating sensory experiences such as hearing and seeing
with physical, motoric actions. The development begins from reflexive behaviors to more
refined and more coordinated activities. The term sensorimotor focuses on the senses and
muscle movement. In working with children in this stage, teachers should aim to provide a
rich and stimulating environment with appropriate objects to play with.
Object Permanence- this is the ability of the child to know that an object still
exists when out of sight.

STAGE 2 – Pre-Operational Stage

Intelligence in this stage are symbolic and intuitive in preschoolers. Children show
progress in their cognitive abilities by making mental representations, drawing objects that
are not present, use primitive reasoning, asking litany and endless questions and is able to
pretend of something or someone. This stage is highlighted by the following:

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 Symbolic Function- this is the ability to represent objects and events. A symbol is
a thing that represent something else.
Egocentrism- This is the tendency of the child to only see his point of view and to
assume that everyone also has his/her same point of view.
Centration- this refers to the tendency of the child to only focus on one aspect of a
thing or event and exclude other aspects.
Irreversibility- pre-operational children have the inability to reverse their
thinking.
Animism- this is the ability of the child to attribute human like traits or
characteristics to inanimate objects.
Transductive reasoning- this refers to a child’s reasoning or concluding type
that is neither inductive nor deductive.
“If situation A is causes situation B, then Situation B causes situation A.”

STAGE 3 - Concrete Operational Stage

This stage, the child has the ability to think logically but only in concrete objects.
Decentering- this refers to the ability of the child to perceive the different features
of objects and situation. The child no longer focused or centered or limited to one aspect or
dimension. This allows the child to be more logical when dealing with concrete objects and
situations.
Reversibility- During this stage the child can now follow certain operations in
reverse. They can comprehend the commutative property of addition and subtraction.
Conservation- this is the ability to know that certain properties of objects like
number, mass, volume or area do not change even there is a change in appearance.
Because of the child’s development in decentering and reversibility, the child can now
judge rightly that the narrow and taller glass has the same amount of water with the other
glass.
Seriation- this refers to the ability of the child to order and arrange things in a
series based on one dimension such as weight, volume or size.

STAGE 4- Formal Operational Stage

In this stage, thinking becomes more logical. They can solve abstract problems and
can hypothesize.
Hypothetical Reasoning- this is the ability to come up with different hypothesis
about a problem and to gather and weigh data in order to make a final decision or
judgment. The student can now deal with “What if . . .” “How will you. . .” If you are
going to . . .”
Analogical Reasoning- this is the ability to perceive the relationship in one
instance and then use that relationship to narrow down possible answers in another similar
situation or problem. The reflective though and even in the absence of concrete objects, the
individual can now understand relationships and do analogical reasoning.
Deductive Reasoning- This is the ability to think logically by applying a general
rule to a particular instance or situation.

From Piaget’s findings and comprehensive theory, we can derive the following principles:
1. Children provide different explanations of reality at different stages of
cognitive development.
2. Cognitive development is facilitated by providing activities and situations that
engage learners and require adaptation
3. Learning materials and activities should involve the appropriate level of motor
or mental operation for a child of given age; avoid asking students to perform
task that are not fit or suitable to their current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges.

B. VYGOTSKY’S SOCIO-CULTURAL THEORY OF DEVELOPMENT

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 The key theme of Vygotsky’s theory is that social interaction plays a very important
role in cognitive development. He believed that individual development could not be
understood without looking into the social and cultural context within which development
happens. When Vygotsky was a young boy he was educated under a Socratic Method
(question-and-answer method) that allowed him to examine the current thinking and
practice higher levels of understanding. This led him to recognized social interaction and
language as two central factors in cognitive development.

Social Interaction
Piaget’s Theory was more on individual and cognitive development, while
Vygotsky was more social and interaction that contributed to individual’s cognitive
development. He believed that social interaction, environment, and community takes a
major role in one’s development. He emphasized that effective learning happens through
participation in social activities, context, teachers, parents and peers that help and provide
feedback to the learner and its learning experience.

Cultural Factors
Vygotsky believed in the crucial role that culture played on the cognitive
development of children. He believed that child’s early life all contribute to the cognitive
development of the child.

Language
Language is used by the child to gain knowledge that others already have.
Language can use to know and understand the world and solve problems. It also serves as
social function, regulate and reflect on his own thinking.
Vygotsky believed in the essential role of activities in learning. Children learn best
through hands-on activities. Learning by doing is even more effective when they interact
with knowledgeable adults and peers.

Zone of Proximal Development

When a child attempts to perform a skill alone she may not immediately proficient
at it. So alone she may perform at a certain level of competency. This is called Zone of
Actual Development. When a child attempts to learn and with the guidance of More
Knowleadgeable Other (MKO) or competent adult or more advanced peer, the child can
perform at higher level of competency. This is called Zone Of Proximal Development.
The support or assistance that lets the child accomplish task he cannot accomplish
independently is called scaffolding. Scaffolding when done appropriately can make learner
confident and eventually he can accomplish the task without any need for assistance.

C. Bronfenbrenner’s Ecological Theory

Bronfenbrenner’s Ecological Theory also known as the Bioecological Systems
Theory presents child development within the context of relationship systems that comprise
the child’s environment.
It describes multipart layers of environment that has an effect on the development
of the child. Each layer is further made up of different structures. Through the child’s
growing and developing body and the interplay between his immediate family/community
environment, and the societal landscape fuels and steers his development.

macrosystem
(cultural values
Chronosystem
custom and laws)
changes overtime

exosystem
(city government
workplace, mass
media)

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 mesosystem
(extended family)

microsystem
(family, church,
school)

Child

The microsystem is the layer nearest the child. It includes structures such as one’s
family, school, and neighborhood. As such covers the most basic relationships and
interactions that a child has in his/her immediate environment. This means that the child is
affected by people with whom he interacts and also affected by the child. For example,
child to mother, child to father, child to neighbors where they are comfortable.
The mesosystem is the layer that serves as the connection between the structures
of the child’s microsystem. For example, the mesosystem will include the link or
interaction between the parents and teachers, or the parent and health services or the
community of the church.
The exosystem is the layer refers to the bigger social system in which the child
does not function directly. This includes the city government, the workplace, and mass
media. The structures in this layer may influence the child’s development by somehow
affecting some structure in the child’s microsystem. This includes the circumstances of the
parents’ work like the location, schedules. We see a change in the children’s routine when
for example the mother works at a call center. That was seen in that burger chain
commercial where the mother and the children meet up at the fastfood for breakfast just
before the children go to school and the mother going home from work in a call center. The
child may not directly with what is in the exosystem but he is likely feel the positive or
negative impact this system creates as it interacts with the child’s own system.
The macrosystem is the layer that is found in the outermost part in the child’s
environment. This includes the cultural values, customs, and laws. The belief system
contained in one’s macrosystem permeates all the interaction in the other layers and
reaches the individual.
The chronosystem covers the element of time as relates to a child’s life. This
involves pattern of stability and change in the child’s life.
The ecological systems theory focuses on the quality and context of the child’s
environment. This theory helps also the teacher to look into every child’s environmental
systems in order to understand more the characteristics and needs of each child, each
learner.

APPLICATION

1. Give an example of situation that show/describe each stage of Piaget’s theory of

Cognitive Development.

Stage 1. Sensorimotor Stage

Situation:
_________________________________________________________________________
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_________________________________________________________________________

Stage 2. Pre-operational Stage

Situation:
_________________________________________________________________________
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Stage 3. Concrete Operational Stage

Situation:
_________________________________________________________________________
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_________________________________________________________________________

Stage 4. Formal Operational Stage

Situation:
_________________________________________________________________________
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_________________________________________________________________________

2. Choose one person in your microsystem or mesosystem who has a positive influence or
impact in your life. Write an essay about this person with at least 500 words. Describe
his/her characteristics, personality, values and principles and your relationship with this
person. Share a specific situation wherein he/she applied scaffolding to teach or help you
learn a skill, a sport, or other activities which you may have not learned if he/she didn’t
assist or guide you. Express as well your gratitude towards this person in your essay.

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 GOOD JOB! You finished Lesson 1! I hope you enjoyed and learned from this
lesson. Kindly proceed to Lesson 2.

Individual Differences: Theories of

LESSON
2 Intelligence that Influence Individual
Differences

Learning Outcome:

1. Examine the different theories of Intelligence that influence individual

differences.

INTRODUCTION

Information-processing researchers’ interest in information process has given way

to a new direction in the study of intelligence and intelligence testing. Information-
processing specialists believe that to understand intelligence we must supplement
traditional IQ tests with procedures that assess the components of information-processing,
such as memory and problem-solving abilities people use in performing intellectual tests.

ACTIVITY

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ANALYSIS

1. Which of the components has the highest number? lowest number?

___________________________________________________________________

2. Based on the multiple intelligence graph, is the result true to you? Why or why not?
___________________________________________________ ____________

3. What did you feel while doing the activity? What are your insights about it?
___________________________________________________________________

ABSTRACTION

Individual Differences: Theories of Intelligence that Influence Individual Differences

Intelligence is the capacity to think and understand. It includes the combination of

various separate abilities that includes verbal communication, abstract thinking, logical
reasoning and use of common sense.
Intelligence Quotient (IQ) is a mathematical formula that is defined as the ratio of
mental age (MA) to chronological age (CA) multiplied by 100 (thus, IQ = MA/CA x 100).

A. Two-Factor Theory by Spearman

The Two-Factor theory supports that intelligence has two factors: a general mental
ability factor (g) which represents what different cognitive tasks have in common; plus
many specific factors (s) which include mental abilities (mathematical, mechanical, or
verbal skills).

This theory is the outcome of Charles Spearman’s (1904) belief that by measuring
related cognitive factors, he could measure intelligence. Spearman was the first to use the
psychometric approach to measure or quantify cognitive abilities or factors that are
thoughts to be involved in intellectual performance.

According to Plotnik (1979), the advantages of the Two-Factor theory are:

a. ) It defines and measures general intelligence which means that general
intelligence can be represented by an IQ score;
b. ) General intelligence (g) is a good predictor of performance in school and
academic settings and has some success in predicting performance in certain
careers.

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 The disadvantage, however, is that it excludes and does not measure many other
kinds of mental abilities (s) such as motor, perceptual, musical, practical, or creative
abilities which some psychologists consider to represent other kinds of intelligence.

B. Triarchic Theory of Intelligence by Sternberg

Sternberg’s theory comprises three parts of subtheories. Each subtheory addresses a

different kind of intelligence.

1. Experiential Intelligence - is the ability to formulate new ideas and combine unrelated
facts. A test measures experiential intelligence if it assesses a person’s ability to deal with
novel tasks in an automatic manner. Such a task might involve remembering all words
containing letter T in a paragraph.

2. Contextual Intelligence - it is the ability to adapt to a changing environment and the

ability to shape one’s world to optimize opportunities. Contextual subtheory deals with the
individual’s ability to use intelligence to prepare for problem solving in specific situations.

3. Componential Intelligence - this is the ability to think abstractly and process

information. A person’s ability to determine what tasks need to be done. Tasks that can be
used to measure the elements of the componential subtheory are analogies, vocabulary and
syllogisms.

C. Howard Gardner’s Theory of Multiple Intelligences

This theory opines that human beings have 9 kinds of intelligences namely:

1. Naturalist Intelligence
Naturalist intelligence designates the human ability to discriminate among living
things (plants, animals) as well as sensitivity to other features of the natural world (clouds,
rock configurations). This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also
speculated that much of our consumer society exploits the naturalist intelligences, which
can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the
like.

2. Musical Intelligence
Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This
intelligence enables us to recognize, create, reproduce, and reflect on music, as
demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective connection between music and the emotions; and
mathematical and musical intelligences may share common thinking processes. Young
adults with this kind of intelligence are usually singing or drumming to themselves. They
are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence
Logical-mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations. It enables us
to perceive relationships and connections and to use abstract, symbolic thought; sequential
reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is
usually well developed in mathematicians, scientists, and detectives. Young adults with
lots of logical intelligence are interested in patterns, categories, and relationships. They are
drawn to arithmetic problems, strategy games and experiments.

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4. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as the
meaning of life, why we die, and how did we get here.

5. Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and interact effectively with
others. It involves effective verbal and nonverbal communication, the ability to note
distinctions among others, sensitivity to the moods and temperaments of others, and the
ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians
all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders
among their peers, are good at communicating, and seem to understand others’ feelings and
motives.

6. Bodily-Kinesthetic Intelligence
Bodily kinesthetic intelligence is the capacity to manipulate objects and use a
variety of physical skills. This intelligence also involves a sense of timing and the
perfection of skills through mind–body union. Athletes, dancers, surgeons, and crafts
people exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence
Linguistic intelligence is the ability to think in words and to use language to express
and appreciate complex meanings. Linguistic intelligence allows us to understand the order
and meaning of words and to apply meta-linguistic skills to reflect on our use of language.
Linguistic intelligence is the most widely shared human competence and is evident in
poets, novelists, journalists, and effective public speakers. Young adults with this kind of
intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence
Intra-personal intelligence is the capacity to understand oneself and one’s thoughts
and feelings, and to use such knowledge in planning and directioning one’s life. Intra-
personal intelligence involves not only an appreciation of the self, but also of the human
condition. It is evident in psychologist, spiritual leaders, and philosophers. These young
adults may be shy. They are very aware of their own feelings and are self-motivated.

9. Spatial Intelligence
Spatial intelligence is the ability to think in three dimensions. Core capacities
include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills,
and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit
spatial intelligence. Young adults with this kind of intelligence may be fascinated with
mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

APPLICATION

1. According to Two-Factor Theory, General intelligence (g) is a good predictor of

performance in school and academic settings. If you are to rate your General Intelligence
from 1-100, 100 being the highest, what rating will you give yourself? Explain.
_________________________________________________________________________
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2. Give a specific situation based on your personal experience that shows your experiential
intelligence, contextual intelligence, and componential intelligence.

A. Experiential Intelligence (Situation):

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B. Contextual Intelligence (Situation):

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C. Componential Intelligence (Situation)):

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3. In Gardner’s 9 Multiple Intelligences, which of the intelligences you think you are
inclined to? What are the activities you like to do most or perform well having that kind of
intelligence?
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________

Well done! You finished Lesson 2! You may now proceed with Lesson 3.

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 Factors Affecting Cognitive
LESSO
N3 Development and Exceptional
Development

Learning Outcomes

1. Identify the factors affecting development

2. Categorize exceptional development.

INTRODUCTION
Every child is unique to himself, in personality traits, in cognitive abilities,
in physical stature, in emotional stability, and others. Among children, these differences are
highly noticeable. Even in the aspect of learning some children are fast learner, those gifted
with exceptional intellectual capabilities and some are slow, those who function at
significantly lower intellectual levels.

ACTIVITY
1. Define gifted child.
2. Identify Children with Intellectual Deficits.

ANALYSIS
1. Why they are called children with exceptional development?

ABSTRACTION

An IQ score of above 130 signals intellectual gifted ness, whereas a score

below 70 in intelligence testing indicates mental retardation visibly demonstrated by the
child’s inability to cope with appropriate activities of everyday life. Even among gifted
children, there can be difficulties in learning attributed to language impairments and
reading disabilities.

A. The Intellectually Gifted

“Intellectually Gifted” means a child whose intellectual abilities, creativity, and
potential for achievement are so outstanding that the child’s needs exceed differentiated
general education programming, adversely affects educational performance, and requires
specifically designed instruction or support services. Children from all populations (e.g., all
cultural, racial, and ethnic groups, English Learners, all economic strata, twice exceptional,
etc.) can be found to possess these abilities.
Some Gifted Characteristics and Possible Problems.

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 Unusually keen sense of humor (gentle or hostile):
•Humor used for critical attacks
•Becomes class clown for attention –
Idealistic standards and sense of justice:
•Unrealistic expectations and goals
•Intolerant towards others
•Very self-critical
Intensity:
•Eagerness disrupts others
•Easily frustrated with inactivity
•Intense feelings, energy, eagerness
Intensified self-awareness and feelings of being different:
•Self-imposed isolation and rejection
•Emotional and social growth inhibited due to feelings of being different
Unusual amounts of information:
•Easily bored
•Gets impatient with perceived slowness of others
Enjoys intellectual activities and elevated levels of comprehension:
•Perceived as disrespectful by adults
•Resists repeated drill work
Flexible thought process and conceptualized thinking:
•Questions teacher's procedures
•Low tolerance for deadlines and chronological thinking
•May reject what is already known

What can we do for gifted learners?

A recent comprehensive analysis conducted by researchers at the Duke University
Talent Identification Program (Duke TIP) and the Center for Talent Development (CTD)
determines that grouping students by ability and providing opportunities for students to
progress at a more rapid pace can increase overall student academic achievement. The
authors comprehensively reviewed nearly 100 years of research and found the following:
Students benefited from within-class grouping, which often involves teachers
assigning students to small homogeneous groups for instruction based on prior
achievement or learning capacities.
The benefits were even greater when students were grouped across grade levels for
specific subjects and when high-achieving and gifted students were grouped together for
instruction.
Students who accelerated their learning through various methods, such as skipping
grades or entering school or college earlier, significantly outperformed their non-
accelerated peers

B. Children with Intellectual Deficits

Down Syndrome- is characterized by a distinct physical appearance, and physical

and mental retardation. Mental retardation can be moderate to severe. Down syndrome is
caused by a deviation in the set of chromosomes labeled number 21. It is also called
trisomy 21. These children are generally slow to learn to speak and often have difficulty
articulating words. They also have trouble attending to, discriminating, and interpreting
complex or subtle information in their environments.

Turner Syndrome- is a chromosome abnormality found in females in which

secondary sex characteristics are developed only with the administration of female
hormones. Any abnormality in the internal reproductive organs cause permanent sterility

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 Klinefelter’s Syndrome- is a form of chromosome abnormality characterized by
feminine physical characteristics like breast development and rounded broad, hipped
figure. Psychological and social problems include anxiety, hyperactivity, attention deficit
in social interaction, and females suffers depression.

Pervasive Development Disorders- is a collection of disorders characterized by

gross deficits in many areas of cognitive, emotional, and social development. These result
from severe and pervasive impairment of social interaction and communication skills. Such
disorders are often referred to as psychoses. Behaviors are unusual and incapacitating than
other forms of psychoses.

Autistic Disorders- is a pervasive developmental disorder otherwise known as

autism. This disorder is characterized by the inability of the children to communicate and
interact socially. These autistic children have specific language deficiencies, demonstrate a
need for sameness in their environment, and engage in repetitive behaviors
These features include:
Extreme autistic aloneness. An autistic is a loner, He expresses lack of
interest in other people.
Language abnormalities. Rather than engage the words rather than reply,
answer or engage in conversation.
Repetitive behaviors. An autistic extends concentration on something and
preserves the sameness of the environment.

Asperger’s syndrome- is a disorder which has many symptoms similar to that of

autism. However, it is considered a mild form of autism since people with this syndrome
manifest a higher mental functioning. The differences of them lies in the degree of
impairment. Autism has delayed speech while Asperger does not suffer from it.

APPLICATION

Find a case/news/article/story in the internet that tackles giftedness and mental

retardation. One article for giftedness and one article for mental retardation. Explain the
situation of the child and discuss how did parents find out the situation of their child and
how did the parents adjust and take care of their child with this kind of situation.

A. STORY OF A CHILD WITH MENTAL GIFTEDNESS

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B. STORY OF A CHILD WITH MENTAL RETARDATION

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CONGRATULATIONS for completing Module 5, Lessons 1-3! I hope you

enjoyed and learned from this Module.

MODULE SUMMARY

The Cognitive Development of Children and Adolescents focus on the constructive

knowledge of the child. These are the vital and foundation of Philippine Education System
to facilitate the indispensable knowledge, skills and experience of a learner. The theories of
cognition involve Piaget’s Stages Cognitive Development, Vygotsky’s Socio-Cultural
Theory and Information Processing Theory, Bronfenbrenner’s Bioecological Theory.
These includes the different theories of intelligences like Triarchic of Intelligence by
Robert Sternberg, The Gender Schema Theory, and Howard Gardner’s Theory of Multiple
Intelligence.
Exceptional development in children can be seen in both the intellectually gifted and
those with intellectual deficits. Classified as intellectual deficits are the following: Turner
Syndrome, Klinefelter’s Syndrome, Pervasive Developmental Disorders, Autistic Disorder,
and Asperger’s Syndrome.

MODULE ASSESSMENT

1. Explain the importance of learning the cognitive development of children and

adolescents.

2. Discuss how can you apply your learning from this module about cognitive development
in your profession as a teacher.
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References:

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Acero, V.D., Javier, E.S., and H.O. Castro (2010). The child and adolescent learners. child
and adolescent development. Quezon City: Rex Bookstore, Inc.

Anonat, R.D. (2014). Child and adolescent development (revised ed). Mandaluyong City:
Books Atbp. Publishing Corp.

Bataga, N.U., Castro, D.A., and Abregana, C.G.L. (2014). Introduction to psychology:
concepts and theories. Malabon City: Mutya Publishing House, Inc.

Corpuz, B., Lucas, M.R., Borabo, H.G., and Lucido, P. (2010). The child and adolescent
development: looking at learners at different life stages. Quezon City: Lorimar
Publishing, Inc.

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