Two major cognitive development theories that educators refer to are Vygotsky’s sociocultural theory, especially the Zone of Proximal Development (ZPD), and Piaget’s four stages of cognitive development. Understanding these theories will help teachers to identify atypical or delayed cognitive development, as well as design research-based strategies to support and encourage normal development.
For this assignment, complete the “EDU-354 Cognitive and Intellectual Development Activities” chart with the following:
Part 1-Vygotsky’s Sociocultural Theory
Overview of Vygotsky’s sociocultural theory including definitions (in your own words) of each of the three cognitive skill levels: level of potential development, zone of proximal development (ZPD), and actual developmental level.
Select a developmental stage to focus on (infancy, toddlerhood, early childhood, middle childhood, or adolescence) and select a milestone, early learning standard, or academic standard that falls within that stage.
Based on the milestone, early learning standard, or academic standard, describe the expected skills for a student who is working below grade level, at grade level, or above grade level and provide one instructional activity a teacher could implement within the ZPD of students at each level.
Part 2-Piaget’s Four Stages of Cognitive Development Theory
In your own words, provide a description of each of the four stages of Piaget’s cognitive development theory that includes the typical age of children within each stage and major characteristics and developmental changes of each stage.
Describe an activity or strategy that would support the learning in each stage.
Identify strategies that could be used in each stage to support the needs of students who present atypical/delayed cognitive/intellectual development.Cognitive And Intellectual Development
