Ma. Florizel C.

Cabagyo
Innovative Teaching Strategies
3:00 – 6:00 Saturday
Dr. Dolores G. Garcia

Chapter 8: Jean Piaget on Cognitive Development

1. At what age or grade level can a child achieve optimal cognitive development from a
visit to the zoo or museum? Explain.
The age or grade level can a child achieve optimal cognitive development from a visit to
the zoo or museum is Grade school 4 to 12 years of age. By age four, the child is beginning
to explore many basic concepts that will be taught in greater detail in school. They are
starting to ask questions “what, why and how”. As the children walk around the zoo or
even in the museum, the children are exposed to words and concepts. It also encourages
dialogue between parents, children and even siblings. When children walk around they are
starting to label and ask question in every animals and things they will see in the zoo and
museum. Through this activity the children will increase their vocabulary and
comprehension skills.They will use all of their senses to take in their surroundings and
expand their understanding about animals and their environment. They will learn the way
an animal smells, the sounds he makes, the way he feels and what he looks like. Zoos offer
a true multi-sensory approach to learning!
The children will explore and make their discoveries. These all leads to cognitive
language, motor and academic growth for every child. These activities are key for a healthy
cognitive development.

2. Is pursuing studies in the same school from elementary, high school and college best for
cognitive development? Explain.
.
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. Cognitive development is the construction of thought processes, including
remembering, problem solving, and decision-making, from childhood through adolescence
to adulthood. School transitions mark the time period when students move from one school
environment into another. Transitions occur at a variety of ages and vary greatly across
school districts. Students often experience problems adjusting to changes in educational
environments; consequently, teachers need to receive professional development training to
assist students in making successful school transitions.
The major transition for most students is the transition from elementary school into middle
or junior high school. Much research has been conducted examining the effects of this
transition on a variety of outcomes. Research generally indicates that the transition into
middle school often is problematic for early adolescents because the instructional practices
of many middle schools do not meet the developmental needs of early adolescents (e.g.,
Anderman & Maehr, 1994; Eccles & Midgley, 1989; Simmons & Blyth, 1987). Many
students become less motivated and begin to lose interest in school after this transition.
 According to Eccles, 2008 A growing body of evidence suggests that this transition often
is traumatic and problematic for some students (Eccles, 2008).
So therefore, In pursuing studies in the same school from elementary, high school and
college is best for cognitive development.

Chapter 9: Lev Vygotsky’s Cultural Hostorical Theory of Psychological Development

1. Cultural diversity in symbols leads to differences in mental functioning. How does the
Filipino compare with any other citizen of a different culture? Your choice of basis for
comparison geographical or historical implications to learning opportunities.

Learning is considered to be the active of knowledge structures from personal experience.

our personal experiences based on our social cultural history and interaction within that
culture. The child is able to perform tasks with assistance from more knowledgeable
person, this can be a teacher or peer. The role of the teachers and others in supporting the
learner’s development and providing support structures to get to the next stage or level.
The adults transfer to children the way their culture interprets and how to responds to the
world. The adults show the meaning on how they attach to the objects, events and
experiences. The social activities begin in a mental process of every child. Through social
activities the children develop gradually to internalize processes that can use this in their
daily activities that will lead them to become more independent learners and make ideas
uniquely. Children can perform more challenging tasks when assisted by more advanced
and competent individuals. Children grow differently, others can perform individually the
others can perform a tasks with assistance or guidance of a more competent individual.
According to Vygotsky according to get a true assessment of a child’s actual and potential
development we should assess capabilities both when the child is performing the activity
alone and more competent individual. attention. The potential for
development of these capabilities is determined by the cultural-historical heritage
of the child's culture and the child's social experience.

Vygotsky himself stressed an importance of the cultural tools in the development of higher
mental functions. He singled out, as was shown above, cultural patterns that acted as
effective means of developing the child’s psyche. They ensured the possibility of
organizing the educational process in the zone of proximal development. Vygotsky
assigned a special role to the symbol and language, which later became understood as a
meta-tool. Possibility of using cultural tools in education was developed in educational
programs: sensory standards, visual models, schemes and symbols were actively involved
in educational process with preschool children. Researchers emphasize the relevance and
effectiveness of mediation implementation in the education of young children. Those
programs are effective in terms of first of all cognitive development for normally
developing children. However this approach is also valuable in work with children with
special needs (Glozman, 2016).
Vygotsky’s sociocultural theory has a lot of merit in the education world and used on a
daily basis. His work has shown that children learn in a social environment from teachers
and peers. It is rare to see a classroom that does not have any activities or group work and
that is because of Vygotsky’s ideas.
2. Discuss how Vigotsky’s view on Education and development justifies the provision in the
1987 Constitution that :
The State shall assign the highest budgetary priority to education and ensure that teacher
will attract and retain its rightful share of the best available talents through adequate
remuneration and other means of job satisfaction and fulfilment.
When I embraced teaching as a career 5 years ago, all I had in mind was to have the
opportunity to share my basic knowledge and years of experience as a math teacher.
There were times when disappointment, frustration and depression hit me because of the
poor quality of many students, especially those who went through public schools
There were times I was wondering how some students passed basic subjects in the
elementary level and even reached the collegiate level. Was it because of the students’
individual capacity to absorb lessons, or was it about the quality of teachers?
Vigotsky’s view on Education and development justifies the provision in the 1987
Constitution Every administration has put special premium on education, regarding it as
the cornerstone of national development. However, the constitutional mandate for the state
to assign the highest budgetary priority to education has not been followed over the years.
Having education the top budgetary priority is mere lip service all through the years.
Through the years, we have steadily increased the budget for DepEd to close the critical
gaps in the supply of teachers, classrooms and others that we have inherited; and to prepare
for increased needs brought about by the K-12 basic education reform program.
The government giving enough budget for the Training programs that should be designed
to introduce modern ways of teaching the new generation of students.