8.5 Chapter Summary
Conclusion
Research into cognitive development has shown us that minds don’t just form according to a uniform blueprint or innate intellect, but through a combination of influencing factors. For instance, if we want our children to have a strong grasp of language we could concentrate on phonemic awareness early on, playing with word sounds. For example, playing a rhyming game with preschoolers, “I’m thinking of an animal that rhymes with sat.” If we want them to be good at math and science we could engage them in numerical games and activities early on. For preschoolers this may be as simple as counting out plates and forks for the dinner table. Perhaps most importantly, we no longer think of brains as empty vessels waiting to be filled up with knowledge but as adaptable organs that develop all the way through early adulthood.
Discussion Questions
- Why are there different theories of cognitive development? Why don’t researchers agree on which theory is the right one?
- Do children’s natures differ, or do differences among children only reflect differences in their experiences?
- Do you see development as more continuous or more discontinuous?
- Can you think of ways other than those described in the module in which research on cognitive development could be used to improve education?
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