Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No. (043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE: BSEd

DATE: CHILD & ADOLESCENT LEARNERS & LP ROOM:
INSTRUCTOR: MR. J.
CONTACT NO.
MAGTIBAY
EMAIL ADD: RATING:
LESSON TITLE: MODULE 19- COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS
WEEK 18 , 3 HOURS
I. FOCUS:
At the end of this module, you should be able to:
 Described the characteristics of children in the concrete operational stage
 Explained the importance of information-processing skills and how they affect the
child’s cognitive development?

II. INTRODUCTION: According to Piaget, intelligence is the basic mechanism of ensuring

balance in the relation between the person and the environment. Everything that a person
experiences is a continuous process of assimilations and accommodations. Concrete
operation is the third stage in his theory of cognitive development spanned from 7 to 11 years
old. During this time, children begin to think logically about concrete events particularly their
own experiences but have difficulty understanding abstract or hypothetical concepts.

III. STRATEGIES
A. ABSTRACTION AND GENERALIZATION
GEAR UP YOUR MIND!

Highlights: COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS

Jean Piaget’s Concrete Operational Stage

A concrete operation is the third stage in Piaget’s theory of cognitive development (7-11). During this
time child have better understanding of their thinking skills. They begin to think logically specially their
own experiences, but have difficulty understanding about abstract or hypothetical concept.
Logic - concrete operational thinkers can make use of inductive logic which involves thinking
from specific experience to a general principle. At this stage child have great difficulty in using
deductive logic or beginning with general principle leading to a specific event
Reversibility - is awareness that actions can be reversed example is the order of relationships
between mental categories (ex. Math - 3+4=7; 7-4=3)
Cognitive Milestone - this is the stage elementary children leave behind egocentric thinking and
start to develop a more mature way of looking at things, which greatly enhances their problem-solving
skills. This process is called DECENTRATION-where they develop certain skills within a particular
time frame. Skills learn are in a sequential manner meaning they need to understand numbers
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before they can perform a mathematical equation. Each milestone that develops is dependent upon
the previous milestone they achieved.

Information-Processing Skills - like the computer, the human mind is a system that can
process information through the application of logical rules and strategies. Theorists believe that the
mind receives information, performs operation to change its form and content, stores and locates it
and generates responses.
Implications to Child Care, Education and Parenting
Children have varying intelligence profiles. These profiles may be based on influences of learning
and achievements. Caregivers should be able to recognize these by:
1. Helping children draw on their strengths and promote growth in their weaknesses
2. Planning lessons that cater to multiple intelligences based on instructional objectives
3. Encouraging children to read more every day to increase their vocabulary
4. Bringing children to museum, art exhibits and historical landmarks to widen their perspective
about the world and people
5. Lessening children’s screen time and increasing their personal and face-to-face interactions

B. APPLICATION/ANALYSIS
1. Describe the characteristics of children in the concrete operational stage
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2. How do information-processing skills affect the child’s cognitive development?
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3. To be a future elementary grades teacher, how can you promote your pupils’ cognitive and
well-being?
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4. List down words which come to your mind when COGNITIVE DEVELOPMENT is
mentioned
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5. As a future teacher, “Is there a need to offer your students different activities for different
intelligences? Why and why not?
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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor