Stages Of Cognitive Development Research Articles

The Cultural Production of the Educated Person: A Case Study the New Student Admision in Pangkalpinang Bangka

The purpose of this article is to produce new findings or the development of existing theories stating that “the more mature the child the easier it will be for the teacher to teach”. The findings from this research can be used to provide criticism and information for policy, education, and teachers and parents regarding whether children should enter school at the age of 6 and why parents must comply with state regulations on new student admission process (PPDB). The research was conducted in Pangkalpinang, Bangka Belitung Island Province. The researcher observes 4 schools, 7 homeroom teachers of first grade, 4 principles and 235 students of first grade. The technique in collecting data in this article are structured interview and participant observation. This study uses qualitative research method through anthropological approach using ethnography. Finally, the data analysis technique in this article uses reduction, display and verification of data. The article asks whether the culture of school in Bangka Island promote or hinders the principle of the proper age of School. We found that Jean Piaget’s stages of cognitive development have influenced the proper age for school in Bangka Island. The authors believe that Bangka follows the cultural global construction in determining the proper age of a child to enter the elementary school. Keywords: Cultural Production, Student Admission Process, School Age

Proses Akuisisi Bahasa Kedua pada Anak

This study focuses on the process of language acquisition, which is limited to children's language acquisition. The purpose of this research is to describe and analyze the process of language acquisition. For children aged 06. Data was collected using technical methods and Collect data step by step by interviewing your child's parents directly. Data collection, data analysis and presentation of analysis results. Results It was concluded that the factors that influence language acquisition in children are: Age factor, because at a young age it is easier for a child to master language. second; Elements of the first language (mother) because the first language has a great influence on grammar Different; Environmental factors, the environment is a very important factor to obtain The tongue of a six year old child acquires the language he often hears. environment, especially family, friends and society; biological and cognitive factors; Children under the age of 6 years are still in the stage of biological and cognitive development. Language acquisition - very often the addition and subtraction of words in pronunciation, It is natural and over time a child, even a child and more mature, both biologically and cognitively.

Cognitive and Child Language Development and Involvement in Learning

This article examines two important stages in the process of children's learning development, namely cognitive development and linguistic development, which is usually called language. The teacher's capacity to incorporate the qualities and uniqueness of each child into the learning process is essential because each child possesses these qualities in two interdependent growth processes. Appropriate learning strategies and techniques will be provided by teachers who are aware of their students' developmental needs to promote good cognitive and linguistic growth. The aim of this research is to investigate Jean Piaget's theory of cognitive development. This research uses a literature review study method (Library Research). Based on the findings of this study, Jean Piaget offered a new theory that each stage of a child's cognitive development is different and has its own characteristics. Piaget emphasized the importance of actual direct involvement in the subject being studied when learning occurs. Additionally, Piaget urged all educators to help students move through the many phases of cognitive development in an orderly and accurate manner. This article also shows that teachers can act as facilitators and motivators to support the growth of these two aspects of learning.

Analysis of How the Music Curriculum Can Contribute to the Implementation of Quality Education from a Cognitive Developmental Perspective

As the demands on childrens quality development grow, music is gradually becoming a way of developing good morals. The purpose of this paper is to analyse how the music curriculum can contribute to the implementation of quality education from a cognitive developmental perspective based on existing literature and research results. With regard to music education, three aspects are analysed: humanistic, aesthetic and practical. Concerning cognitive development, it is analysed through four stages of cognitive development. The result shows that the music curriculum has largely improved the cognitive, intellectual and psychological abilities of students, and the application of cognitive development theory in education has improved teachers teaching methods, together contributing to the development of quality education. The application of theory in education has led to a steady shift in the educational paradigm towards a focus on individual differences and a greater student-centred approach. According to research, there is a direct correlation between musical quality and cognitive growth. The aesthetic foundation of the music curriculum is stressed, with a goal of encouraging qualitative growth. Teachers have a solid theoretical foundation to work from when they change lesson plans because of the theory of cognitive development.

MORAL REASONING AND INTENTION TO PERFORM UNETHICAL BEHAVIOUR OF LECTURERS IN MALAYSIA

The process of deciding what is right or wrong in a particular scenario is known as moral reasoning. Moral reasoning is important as it will help to shape an individual’s intention whether to perform or not to perform an unethical behaviour. This study will examine the level of moral reasoning of lecturers in public universities of Malaysia and examine its relationship to intention to perform unethical behaviour. The Defining Issues Test 2 (DIT2) via N2 scores was used to measure the level of moral reasoning of lecturers. Intention to perform unethical behaviour was measured using ethical dilemmas scenarios. Online survey was sent to 30 lecturers of the Faculty of Business/ Management from 20 public universities. 130 responses were received, and data collected was sent to the Centre for the Study of Ethical Development University of Alabama for reliability test, scoring and analysis, as it is copyrighted. Only 83 responses passed the DIT2 reliability test and was then used for further analysis. The result shows that the N2 score of lecturers is at the low level of 23.39 which falls in Kohlberg’s Cognitive Moral Development stage 2 and 3 representing the personal interest schema. The study also found that moral reasoning of lecturers does not affect their intention to perform unethical behaviour. This could be because the level of moral reasoning of lecturers are at a low level and thus do not affect intention to perform unethical behaviour. Thus, efforts should be taken to develop the moral reasoning to a higher level such as exposing them to ethics courses and ethics training program that can increase their cognitive moral development to a higher level so that they do not only focus on self but also on law, social order and universal ethical principles.

Lo storytelling come elaborazione cognitiva delle esperienze in bambini con DSA

This article aims to explore a linguistic dimension’s aspect that significantly characterises human forms of communication: the ability to elaborate stories. Since narration represents the main cognitive tool involved in the data of experience storage operation, the proposal is to identify the intrinsic pedagogical potential that resides in it. Starting with an investigation of the cognitive properties underlying their interpretation on a narrative level, brain mechanisms underlying the act of writing are observed. A conceptual reformulation of the narrative experience as an educational strategy is suggested: this idea made it possible to develop a linguistic analysis of narrative processes in a group of children with specific learning disorders or other fragilities. Narrative constitutes a space for a recapitulation of experiences during the child’s stages of cognitive development. The elements of the storyworld are interwoven, resulting in an overall representation of the narrated events. The texts produced highlight the need to narrate an own autobiographical experience and the conviction that our link with storytelling is the only possibility of constructing contexts of meaning.

Developing Basic English Module for Junior High School to Promote Students’ Cognitive Development

A module is a supplementary tool for existing teaching materials, allowing students to engage in independent learning by exploring the concepts presented within the module. This approach can enhance students' competence and foster their enthusiasm for the subject. The research aims to ascertain the English material requirements of seventh-grade students at SMPN 4 Bandar Lampung and create a comprehensive English curriculum for this grade level at the abovementioned school. The ADDIE model was utilized to achieve the stated objectives. The need analysis was carried out before the creation of the material. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.6. The score is classified as good due to its placement within the 3.5 < X < 3.75 interval. However, there are two aspects that experts believe require further improvement. These aspects include enhancing the accessibility of the module's materials for students to comprehend and ensuring that the illustrations align with the content presented in the module. To enhance the comprehensibility of the module's content for students, the expert recommended providing more explicit instructions for each step of the activities students must undertake.Regarding the illustrations provided per the module's content, experts have recommended incorporating additional illustrations to enhance the module's level of engagement. Based on the expert judgment and evaluation of the presentation, it has been determined that the average score (X) is 3.75. Based on the obtained score, the categorization can be deemed satisfactory, as the value of X falls within the interval of 3.5 < X < 3.75. The expert has recommended an enhancement of the references or supporting materials. The expert recommended incorporating additional references to enhance the comprehensiveness of the module. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.75. Based on the obtained score, it can be classified as satisfactory, as the X value falls within the 3.5 < X < 3.75 range. The expert recommended one aspect for improvement, specifically regarding the alignment of language usage with the student's cognitive development stage. The expert posited that certain languages may present a level of complexity that surpasses students' cognitive abilities. Consequently, it is recommended that these languages be modified or adapted to better align with the student's learning capacities.

THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH

This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>

Ontogeny of working memory and behavioural flexibility in the free movement pattern (FMP) Y-maze in zebrafish

The acquisition of executive skills such as working memory, decision-making and adaptive responding occur at different stages of central nervous system development. Zebrafish (Danio rerio) are increasingly used in behavioural neuroscience for complex behavioural tasks, and there is a critical need to understand the ontogeny of their executive functions. Zebrafish across developmental stages (4, 7, 14, 30 and 90 days post fertilisation (dpf)), were assessed to track development of working memory (WM) and behavioural flexibility (BF) using the free movement pattern Y-maze (FMP Y-maze). Several differences in both WM and BF were identified during the transition from yolk-dependent to independent feeding. Specifically, WM is evident in all age groups, even from 4 dpf. However, BF is not developed until larvae start free feeding, and show significant improvement thereafter, with young adults (90 dpf) demonstrating the most well-defined BF. We demonstrate, for the first time, objective WM processes in 4 dpf zebrafish larvae. This suggests that those wishing to study WM in zebrafish may be able to do so from 4 dpf, thus drastically increasing throughput. In addition, we show that zebrafish follow distinct stages of cognitive development and age-related changes during the early developmental period. Finally, our findings indicate distinct WM and BF mechanisms, which may be useful to study for translational purposes.

BECOMING AN IDEAL PERSON TODAY: A COMPARATIVE ANALYSIS OF ABDUL KARIM AL-JILI'S AND JEAN PIAGET'S THOUGHT ON THE PERFECT HUMAN

Research on Islamic studies will always continue and will continue to grow. This paper compares Abdul Karim al-Jili's and Jean Piaget's thoughts on the perfect human, especially in the tasawwuf. Al-Jili divides the levels insan kamil into three stages: al-bidayah, at-tawasuth, and al-khitam. From each step of becoming an ideal person, there is a part of the stage that humans must go through mujahadah, riyadoh, ma’rifat, mortal', musyafah, and musahadah. Meanwhile, to achieve Piaget's theory emphasizes the learning process according to the pattern of individual cognitive development stages. According to Piaget, the learning process consists of three steps: assimilation, accommodation, and equilibration. In practice, there are at least six methods applied in shaping human behavior: right ways (uswah hashanah), training and habituation, taking lessons (ibrah), advice (mau’idzah), discipline, and independence.

Using Photovoice Method in Elementary Natural Science Learning

The world and technology are constantly changing and developing rapidly. Every human being in various sectors is competing with each other to find new knowledge and new technology that can make human life easier. Various inter-sectoral collaborations have become a worthy and interesting finding to study because of their usefulness. One of them is the use of photographic techniques in the field of education which become a method called photovoice. The use of this method can be an alternative to learn natural sciences in elementary schools. Elementary school students are at the stage of cognitive development, namely the concrete operational stage that requires interaction with concrete objects that useful to form understanding. This is library research with a literature review method that aims to describe the meaning, benefits, method of implementation and photovoice assessment. So that later everyone can use it as learning method, especially in elementary natural science learning. Photovoice aims to gain insight because this activity is not just an activity of taking photos but also discussing them in group situations. Photovoice has many benefits which is suitable to master 21st century educational competencies, such as creativity, critical thinking, collaboration, and communication skills. Photovoice is implemented through group learning by taking photos or pictures, providing photo narration and presenting them. The photovoice assessment uses a rubric with five assessment aspects, including; specifications, composition, visuals, image quality and narration.

Implementasi Teori Perkembangan Kognitif Jean Piaget Pada Anak Usia Dini

Jean Piaget's theory of cognitive development is one theory that explains how children adapt to the environment and interpret objects and events around them. Piaget stated that children's intelligence or cognitive abilities change and progress through four stages. While early childhood development is the progress experienced by children as a whole, both in terms of physical to emotional development. The purpose of this study was to determine the theory of cognitive development that occurs in early childhood. Both in the form of understanding cognitive development, factors that influence children's cognitive development, stages in children's cognitive development, children's cognitive development methods, appropriate education for early childhood and developmental theory in early childhood. In this study, the author uses a library research approach or literature study. To find data on literacy studies, you can refer to books, research journals, scientific papers, and published articles. From this study, the results of the theory of cognitive development are related to involving understanding based on knowledge that seems real and comes from experience. And the most appropriate learning applied in early childhood education is the student center model. The student center learning method is a child or student-centered learning model.

KOTAK AJAIB BERBASIS COGNITIVE NEUROSAINS UNTUK PENINGKATAN PERILAKU HIDUP SEHAT DI SEKOLAH

The implementation of face-to-face learning requires strict discipline of healthy behavior. Children are expected to be able to adapt to the new habits they have to face. Disciplining children's healthy behavior during the implementation of limited learning is very important, so that children are protected from the risk of virus transmission. The purpose of community service is to provide an alternative to disciplining children in face-to-face learning through the use of Cognitive Neuroscience-Based Magic Box learning media. The service was held at Aisyiyah Bustanul Athfal (ABA) V Kotabumi Kindergarten on October 19 2022. In this activity those involved were lecturers, teachers and students of Muhammadiyah Kotabumi University as well as teachers and students of ABA V Kindergarten as partners. The Magic Box Based on Cognitive Neuroscience is a mystery box as a learning medium for disciplining children's healthy behavior with a game method made for the introduction of concrete objects according to the stages of children's cognitive development. These objects are around children and can be used, such as masks, hand sanitizers, tissues, and so on. The methods in this service activity are socialization, training, mentoring, monitoring and evaluation. The results of this activity are 1. Increasing teacher knowledge and skills in learning neuroscience, 2. Teachers have learning media to increase the introduction of health protocol tools in applying healthy behavior discipline in learning.

Nutritional status and psychosocial stimulation associated with cognitive development in preschool children: A cross-sectional study at Western Terai, Nepal.

Quality education at the age of foundation to produce dynamic manpower is a public concern in developing countries including Nepal. Preschool children do not get proper care and support from their parents due to insufficient knowledge of proper feeding habits, nutrition status and methods of psychosocial stimulation, which may affect their proper cognitive development. This study aimed to identify the factors that influence cognitive development in preschool children aged 3-5 years in Rupandehi district of western Terai, Nepal. In this school based cross-sectional survey, a total of 401 preschool children were selected using a multistage random sampling technique. The study was conducted from 4th February to 12th April, 2021 in Rupandehi district of Nepal. Data on the children's socio-economic and demographic status, level of psychosocial stimulation, nutritional status, and stage of cognitive development were collected through scheduled interviews and direct observation. Stepwise regression analysis was performed to determine the predictors of cognitive development in preschool children. A p-value less than 0.05 considered as statistical significance. Of 401 participants, 44.1% had a normal nutritional status based on height for age Z-score (HAZ). Only 1.2% of primary caregivers provided their children with high levels of psychosocial stimulation, and 49.1% of children had a medium level of cognitive development. Furthermore, cognitive development in preschoolers is positively associated with nutritional status based on the height for age z score (β = 0.280; p<0.0001), psychological stimulation from caregivers (β = 0.184; p<0.0001), and advantageous castes/ethnicity (β = 0.190; p<0.0001), but negatively associated with the child's age (β = - 0.145; p = 0.002) and family type (β = -0.157; p = 0.001). Nutritional status and psychosocial stimulation appear to be major factors affecting cognitive development of preschoolers. Nutritional promotion strategies, as well as techniques for optimal psychosocial stimulation behavior, may play an important role in enhancing preschoolers' cognitive development.

PERKEMBANGAN KOGNITIF TOKOH EMMANUEL DALAM KINDERROMAN DIE GESCHICHTEN VON DER GESCHICHTE VOM PINGUIN KARYA CHRISTINE NÖSTLINGER

This study aims to examine the level of cognitive development and elaborate the factors that influence the level of cognitive development of the figure of Emanuel in the romance Die Geschichten von der Geschichte vom Pinguin by Christine Nöstlinger using Vygotsky's theory of the level of cognitive development. This research is a type of qualitative descriptive research that uses a literary psychology approach. Meanwhile, the instrument in this study is the researcher himself (human instruman). Data collection techniques are carried out by the literature study method and the validity of the data is carried out by validity tests and reliability tests. The results showed that there were two stages of cognitive development experienced by Emanuel's character in Kinderroman Die Geschichten von der Geschichte vom Pinguin, namely the actual developmental stage and the potential developmental stage. The actual stage of development is shown by the way Emanuel's character solves his problems independently, namely being able to deal with penguins independently and find solutions to each problem he faces. The potential stage of development is shown in the way Emanuel's character solves problems with the guidance of adults, namely the characters Emma and Malwine. Meanwhile, the factors that influence the level of cognitive development of Emanuel's character found in the romance Die Geschichten von der Geschichte vom Pinguin are family atmosphere factors, family economic conditions factors and social environment factors.

Developmentally Appropriate Care of Pediatric Patients in the Perioperative Setting.

Pediatric patients do not undergo procedures exclusively at pediatric specialty facilities. Many perioperative nurses will care for a pediatric patient at some point in their career. Children and their caregivers often experience elevated levels of anxiety during the perioperative experience. Possessing knowledge of the child's age and developmental stage and using effective communication techniques can decrease this anxiety. This article presents insights into the stages of pediatric cognitive and psychosocial development and special pediatric health care considerations. Approaching and interacting with a child in a manner appropriate for their age and developmental stage can foster a more trusting nurse-child-caregiver relationship and reassure the caregiver that the perioperative team is providing their child with safe, high-quality care. Also included are five hypothetical case studies that illustrate effective communication styles and developmentally appropriate techniques that personnel can apply during the pediatric patient's perioperative experience.

Merdeka Belajar dalam Perspektif Teori Belajar Kognitivisme Jean Piaget

The curriculum should need to be evaluated dynamically and periodically following the times, especially science and technology. The curriculum is also structured by taking into account the competencies needed by the community and graduates. The Free Learning Curriculum is one of the new policies of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia (Kemendikbud Ristek RI) which is aimed at realizing an innovative learning process and following the needs of students (student-centered). This 21st century learning model requires students to achieve 4C skills, namely critical thinking, communication, collaboration, and creativity. This is very relevant to the implementation of Jean Piaget's cognitivism learning theory which argues thatlearning will be more successful if it is adjusted to the stage of cognitive development of students. So that students should be given the opportunity to conduct experiments with physical objects, which are supported by interactions with peers and assisted by insightful questions from the teacher.In addition, Jean Piaget's perspective on cognitivism learning theory is very relevant because independent learning emphasizes process rather than results. This is proven by the application of independent learning which emphasizes the learning process by building student character. The independent learning assessment is not only limited to ranking because it emphasizes that the talents and intelligence of students have different abilities according to their respective fields. It is known that in independent learning there is no Minimum Completeness Criteria. So it is in accordance with the learning theory of cognitivism which emphasizes the process rather than learning outcomes. This research uses descriptive qualitative method. The results of this study were obtained from a review of several literatures.

Identification of nutritional status and incidence of sleep disturbance in children aged 6-23 months living in areas prone to flooding and landslide

Disaster can cause several major problems such as food availability (quantity and quality) and mental illness especially in vulnerable group like children, women and the elderly, which in turn will cause disruption to the quality of sleep. Availability of food in good quantity and quality as well as sleep comfort are important factors that cannot be underestimated, especially for children who are still in their first 1000 days of life, because this stage is the golden stage of physical, cognitive, and social-emotional growth and development and would impact their quality of life in the future. Based on that matter, in this paper we will discuss the impact of floods and landslides in Agam Regency, West Sumatra on nutritional status and sleep disturbance in children aged 6-23 months. Sampling was done by consecutive sampling. The children were then asked by their parents to fill out the BISQ (Brief Infant Sleep Questionnaire) questionnaire for ages 6 months to 23 months There were 32,1 % of the infants experienced sleep disturbances. Furthermore, our analysis of nutritional status revealed that of 35,7 % those with nutritional disorders is from the areas prone to flooding and landslides.

Cognitive training enhances growth mindset in children through plasticity of cortico-striatal circuits

Growth mindset, the belief that one’s abilities can improve through cognitive effort, is an important psychological construct with broad implications for enabling children to reach their highest potential. However, surprisingly little is known about malleability of growth mindset in response to cognitive interventions in children and its neurobiological underpinnings. Here we address critical gaps in our knowledge by investigating behavioral and brain changes in growth mindset associated with a four-week training program designed to enhance foundational, academically relevant, cognitive skills in 7–10-year-old children. Cognitive training significantly enhanced children’s growth mindset. Cross-lagged panel analysis of longitudinal pre- and post-training data revealed that growth mindset prior to training predicted cognitive abilities after training, providing support for the positive role of growth mindset in fostering academic achievement. We then examined training-induced changes in brain response and connectivity associated with problem solving in relation to changes in growth mindset. Children’s gains in growth mindset were associated with increased neural response and functional connectivity of the dorsal anterior cingulate cortex, striatum, and hippocampus, brain regions crucial for cognitive control, motivation, and memory. Plasticity of cortico-striatal circuitry emerged as the strongest predictor of growth mindset gains. Taken together, our study demonstrates that children’s growth mindset can be enhanced by cognitive training, and elucidates the potential neurobiological mechanisms underlying its malleability. Findings provide important insights into effective interventions that simultaneously promote growth mindset and learning during the early stages of cognitive development.

Are Piagetian scales just intelligence tests?

Abstract Previous research has noted the relationships between Piagetian and Psychometric tests. The literature on this topic has revealed consistent and moderate-to-high magnitude associations and largely unidimensional tests. However, most of this literature has not explicitly assessed whether Psychometric general intelligence corresponds to a similar factor measurable with Piagetian tests. This study did just that by fitting structural equation models to available data from administrations of Piagetian and Psychometric tests given to the same samples. The tests were modeled separately, and then in models where they were featured together so their general factors could be correlated. The results of those analyses were then subjected to a meta-analysis ( K = 8, N = 862) and the meta-analytic relationship between Piagetian and Psychometric general factors was found to be exceptionally high ( r = 0.847). Piagetian scales thus test intelligence, and intelligence tests assess Piagetian development. • Piagetian tasks are supposed to provide estimates of a person's development through stages of cognitive development. • When they are factor-analyzed, they have a general factor as large as the general factor in typical Psychometric tests. • Research has not established whether the general factor from Piagetian tasks is the same as the one from Psychometric tests. • Using a series of joint confirmatory factor analyses, the relationship between their general factors was tested. • Piagetian and Psychometric general factors were too strongly associated to be practically differentiated ( r = 0.847).