Cognitive & Knowledge Development - Instructional Implications

There are several view and theories of Knowledge and Cognitive development. Which one is fully correct? It is very difficult to decide about that! Each theory explains the development in its own way. However clearly, children acquire knowledge and the ability to act upon that knowledge. That is what coming to my mind now.

The learning environment of a child is an important factor. Even the best teacher can fail if the environment is not good. Then the teacher can encourage the students by giving them the chance to learn from their own actions. Peer interactions are good for the children to move beyond their egocentric thoughts. It is the teacher’s responsibility to help children to build a positive thinking with out much conflicts and inconsistencies. It is a good idea to view children’s thinking in terms of rules. But as Siegler (1996) suggest, in a given situation, teachers need to stick with the simplest rule based on the student’s experience. Also teachers must be aware of children’s experimental beliefs. They need to Point out the difference between their beliefs and the scientific conceptions. This will allow the children to question their belief, and probably they change their beliefs (Vosniadou, 1988).

A good teacher needs to know the limitations of the child and design the learning methods, mostly hands on and preferably in a social environment. We are not supposed to overload their brain. The role of a teacher is a facilitator, guide or a trainer who can help the students to the new heights of learning.

Reference: Driscoll, M (2005). Psychology of Learning For Instruction. Boston, MA: Pearson Education Inc.