Академический Документы
Профессиональный Документы
Культура Документы
Cognitive Development:
Learning by Example
Shannon Skelton
National University
COGNITIVE DEVELOPMENT: LEARNING BY EXAMPLE 2
Abstract
This paper serves as a literature review of Anita Woolfolks text, Educational psychology
(2013), in which she investigates and discusses the theory of Cognitive Development as
proposed by Jean Piaget. This paper discusses aspects of Cognitive Development which
emphasize peer interaction to develop language, problem solving, and social development from
infancy to adulthood. This concept directly applies to the importance of the social environment
teachers create in their own classrooms via lessons and activities in which students are learning
Introduction
Cognitive development is yet another topic up for the nature versus nurture debate that
can be argued and reasoned to great lengths. Woolfolk (2013) explains that cognitive
development incorporates changes in thinking, reasoning, and decision making that lead to long
term memory rather than short term responses to environmental stimuli (p. 30). This process of
learning accounts for language development, self-awareness, culture and socialism. Woolfolk
discusses Piagets theory of cognitive development in which children undergo relatively the
same four steps of development from infancy to adulthood in a consecutive order; the
Educational Psychology
Developing children are learning an infinite amount every day and their brains are
working furiously to internalize these lessons and organize them in the most rational fashion.
Thankfully, humans are naturally inclined to organize thoughts and lessons into coherent systems
in order to better understand the world (Woolfolk, 2013, p. 43). It is important for kids to be
presented with challenges via problem solving toys, experimentation, trial and error, and
eventually by proposing thought provoking questions. Additionally, a huge aspect of this process
involves internal dialogue and personal problem solving, however, children should be
encouraged to ask questions as much as possible and seek tips or learn by the teachers example.
A widely used teaching strategy that I therefore incorporate into teaching new skills and concepts
is I do. We do. You do., so students have a strong model to follow as they learn to implement
Additionally, Woolfolk (2103) explained that cognitive conflict motivated change. Thus,
Piaget believed that the most helpful interactions were those between peers, because peers are on
equal basis and can challenge each others thinking (p. 56). I believe in the power of learning
through peer interaction and group work. Science class is an ideal environment to collaborate in
groups during experiments and group projects, and just sharing their thoughts out loud so their
ideas can be heard, understood and possibly argued with by peers. I have had great success in
placing the responsibility into the hand of the students to research, become masters of their
subject, and teach their peers. I always learn a wider array of teaching techniques to make
content accessible and age appropriate by listening to the students present and explain new
material to their peers. Nonetheless, in order for group work and peer teaching to be effective, a
social environment of respect and accountability must be established and reinforced throughout
the year.
While students are constantly seeking approval by their peers, parents and teachers are
crucial in guiding these impressionable minds towards the influence of positive examples, peers,
with people who are more capable or advanced in their thinking people such as parents and
teachers (2013, pg 56). Adults play crucial roles in rearing and teaching children to be
functional and successful members of society. If babies were raised by their peers, there would
be a whole world communicating through various generations of twin talk not to mention the
I feel that the ideal learning environment is one that takes advantage of every resource
that is available to children: peers, parents, teachers, technology, physical education, etc. No
COGNITIVE DEVELOPMENT: LEARNING BY EXAMPLE 5
resource should be limited, but rather presented to students in the most effective and healthy
manner to encourage cognitive development from birth until death. While my students are my
young minds to mold, I have also created a leaving environment within my classroom and at our
school in support of Piagets cognitive theory and have invited my students to be my colleagues
References
Woolfolk, A. (2013). Educational Psychology (12th Edition). Upper Saddle River, NJ: Pearson
Education, Inc.