Written Report

Psychological Theories and Values Development

(VED 4)

Submitted to: Mrs. Marjorie Monsanto Llarenas Cababat

Submitted by: Regine Rosadino
Oscar V. Degermano
Marivic T. Moloboco
(BSED Values Education 2)
 Historical background of the Psychology of Values /Personhood
Development

A. Cognitive Development Theory

1. Piaget's Cognitive Development Theories

Jean William Fritz Piaget was a Swiss psychologist known for his work on
child development. Piaget's theory of cognitive development and
epistemological view are together called "genetic epistemology". Piaget
placed great importance on the education of children.
• Piaget believed that children take an active role in the learning process,
acting much like little scientists as they perform experiments, make
observations, and learn about the world. As kids interact with the world
around them, they continually add new knowledge, build upon existing
knowledge, and adapt previously held ideas to accommodate new
information.

The Sensorimotor Stage

– During this earliest stage of cognitive development, infants and toddlers
acquire knowledge through sensory experiences and manipulating objects.
A child's entire experience at the earliest period of this stage occurs
through basic reflexes, senses, and motor responses.
√Birth to 2 Years

Major characteristics and developmental changes during this stage:

1. Know the world through movements and sensations
2. Learn about the world through basic actions such as sucking, grasping,
looking, and listening
3. Learn that things continue to exist even when they cannot be seen
4. Realize that they are separate beings from the people and objects
around them
5. Realize that their actions can cause things to happen in the world around
them

The Preoperational Stage

The foundations of language development may have been laid during the
previous stage, but the emergence of language is one of the major
hallmarks of the preoperational stage of development..
√ 2 to 7 Years

Major characteristics and developmental changes during this stage:

1. Begin to think symbolically and learn to use words and pictures to
represent objects
2. Tend to be egocentric and struggle to see things from the perspective of
others
3. Getting better with language and thinking, but still tend to think in very
concrete terms

The Concrete Operational Stage

While children are still very concrete and literal in their thinking at this point
in development, they become much more adept at using logic.2 The
egocentrism of the previous stage begins to disappear as kids become
better at thinking about how other people might view a situation.
√ 7 to 11 Years

Major characteristics and developmental changes during this stage:

1. Begin to think logically about concrete events
2. Begin to understand the concept of conservation; that the amount of
liquid in a short, wide cup is equal to that in a tall, skinny glass, for example
3. Thinking becomes more logical and organized, but still very concrete
4. Begin using inductive logic, or reasoning from specific information to a
general principle
The Formal Operational Stage
The final stage of Piaget's theory involves an increase in logic, the ability to
use deductive reasoning, and an understanding of abstract ideas.3 At this
point, adolescents and young adults become capable of seeing multiple
potential solutions to problems and think more scientifically about the world
around them.
√ Age 12 and Up

Major characteristics and developmental changes during this time:

1. Begins to think abstractly and reason about hypothetical problems
2. Begins to think more about moral, philosophical, ethical, social, and
political issues that require theoretical and abstract reasoning
3. Begins to use deductive logic, or reasoning from a general principle to
specific information

Piaget's theory emphasizes that cognitive development occurs in distinct

stages, and children actively construct their understanding of the world
through interaction and adaptation to their environment. It has greatly
influenced the fields of psychology and education

2. Information Processing Theory

Information processing theory - is a theory of learning that explains how

stimuli that enter our memory system are selected and organized for
storage and retrieved from memory.
• It was developed by George Miller
•at the very heart of Cognitive Psychology is the idea of information
processing.

Memory Processing
Three steps of process
1.Encoding- The processing of information into the memory system.
2.Storage- The retention bof encoded material over time.
3.Retrieval - The process of getting the information out of meaning storage.

Structure of the information processing system

The standard information process model has three major components.
Sensory memory ,Short term/ working memory, Long term memory

Sensory Memory
- stimuli from the environment (sights, sounds ,smell,etc.) Constantly
bombard our body's mechanism for seeing,hearing tasting, smelling and
feeling
- sensory memory is the initial processing that transforms these incoming
stimuli into information so we can make sense of theme s

Short term memory

-short term memory ,on the other hand refers only to the temporary
storage of information in memory
- It's just usually means storage,the immediate memory for new information
that can be held for 25-20 seconds.

LONG- TERM memory

-A permanent information store
- refers the memory process in the. Brain that takes information from the
short term memory stone and create long lasting memories.

3. Vygotsky's Sociocultural theory

Who is Lev Vygotsky?

• Born in Russia 1896
•His work began when he was studying learning and development to
improve his own teaching
• He wrote on language thought, psychology of art,blearning and
development and educating students with special needs

FACTORS
1. Social interaction
2. Culture

Social interaction
• effective learning happens through participation in activities

Zone of proximal development

• refers to the difference between what a learner can do without help and
what he or she can achieve with guidance and encouragement from skilled
partner
Potential level- levels that the learners achieves with the assistances of
teacher or more advance peer
Actual level- levels that the learner achieves alone

More knowledgeable Other

• compentent adult or a more advanced peers
Sacffolding
• the support or assistance that leds the child accomplish a task he cannot
accomplish independent
• it is judicious assistance given by the adult or peer so that the child can
move from the zone of actual development to the zpd.

When the MKO scaffolds, the process moves in four level:

1. I do, you watch
2. I do, you help
3. You do, I help
4. You do I watch

Learning will depend on:

1. Skill of the MKO
2. Learners readiness
3. Difficulty of the skills being learned

2. Culture
• Vygotsky assumes cognitive development varies across culture
• he looked into the wide range of experience that a culture would give to a
child

3. Language
• language opensbthe door for learners to acquire knowledge that the other
already have
•language serve a social function but it is also has an important individual
function
• it helps the learners regulate and reflect on his own thinking

Private speech - a form of self-talk that guides the child's thinking and
actions
Sources:
https://www.verywellmind.com/piagets-stages-of-cognitive-development-
279545
Information Processing Theory (Simply Psychology)]
(https://www.simplypsychology.org/information-processing.html)
[Information Processing Theory (Verywell Mind)]
(https://www.verywellmind.com/information-processing-theory-2795371)
Lev Vygotsky’s Sociocultural Theory of Cognitive Development. (2018, May
2). The Psychology Notes Headquarters.
https://www.psychologynoteshq.com/vygotsky-theory/

Related literature/Research:
Ewing, J. C., Foster, D. D., & Whittington, M. S. (2011). Explaining Student
Cognition during Class Sessions in the Context Piaget’s Theory of
Cognitive Development. NACTA Journal, 55(1), 68–75.
http://www.jstor.org/stable/nactajournal.55.1.68
Deanna kuhn(2012) The application of Piaget’s theory of cognitive
development to education. Harvard Educational Review (1979) 49 (3) 340-
360.
https://doi.org/10.17763/haer.49.3.h70173113k7r618r

Il-Horn Hann , Kai-Lung Hui , Sang-Yong Tom Lee & Ivan P.L. Png (2007)
Overcoming Online Information Privacy Concerns: An Information-
Processing Theory Approach, Journal of Management Information
Systems, 24:2, 13-42, DOI: 10.2753/MIS0742-1222240202
https://www.tandfonline.com/action/showCitFormats?
doi=10.2753%2FMIS0742-1222240202

Thomas j. Rudolp. Elizabeth P. An information Processing Theory

ambivalence. Political psychology/volume 28, Issue 5/ p. 560-585
https://doi.org/10.1111/j.1467-9221.2007.00590.x

Karim Shabani | Bronwyn Frances Ewing (Reviewing Editor) (2017)

Applications of Vygotsky’s sociocultural approach for teachers’ professional
development, Cogent Education, 3:1, DOI:
10.1080/2331186X.2016.1252177
https://doi.org/10.1080/2331186X.2016.1252177
Simon Marginson & Thi Kim Anh Dang (2017) Vygotsky’s sociocultural
theory in the context of globalization, Asia Pacific Journal of Education,
37:1, 116-129, DOI: 10.1080/02188791.2016.1216827
https://doi.org/10.1080/02188791.2016.1216827