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Running Head: COGNITIVE DEVELOPMENT: LEARNING BY EXAMPLE 1

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

from peer interactions in addition to teacher instruction and individual exploration.


COGNITIVE DEVELOPMENT: LEARNING BY EXAMPLE 3

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

sensorimotor, preoperational, concrete operational, and formal operational period and

appropriate learning strategies that should be applied at each stage.

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

these skills independent.


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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,

and media. Woolfolk also explores an alternate philosophy to Piagets as proposed by

Vygostsky, who suggested that childrens cognitive development is fostered by interactions

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

whole challenge of food and shelter.

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
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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

and teachers as well.


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References

Woolfolk, A. (2013). Educational Psychology (12th Edition). Upper Saddle River, NJ: Pearson

Education, Inc.

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