Cognitive Development Case Study - Elementary

1. Describe an episode in the case study that demonstrates disequilibrium. Justify your response. Describe an episode that demonstrates assimilation. Justify your response.

Disequilibrium is the state of cognitive conflict that arises when one's thinking is not consistent or when our current schemas are not confirmed by our experiences with the world. Disequilibrium occurs in this case study when Amy and Lucy realize Ringo is dead. Amy's schema recalls back to last summer when her grandfather died. She remembers her grandfather went to heaven and did not come back. She was confused as to why Ringo was still on earth if he had died. She then questions whether or not Ringo went to heaven because she can still see him. This shows Amy connecting what had happened in her own life to what is now happening to the class fish.

Assimilation is a cognitive process that takes place when an individual uses their existing schema to make sense of the events in the world. They relate something new to their existing knowledge. Amy indicates she is using assimilation when she is connecting what happened to her grandfather to what is now happening to Ringo. She is recalling a specific event, which in return will hopefully help to make sense of what is happening to Ringo. She connects since her grandfather went to heaven, so did Ringo. Another example is when the girls are discussing what happens in heaven. They are trying to connect what they know on earth to what they think heaven will be like. They conclude by implying, we all do the same things in heaven that we do here on earth, however, since we already went potty we won't have to do that again.

2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.

Preoperational egocentrism is the inability to see a situation from another's point of view. An example of this in the case study occurs when the two girls are walking home from school after discovering Ringo is dead. They are talking about what happens in heaven and they both assume each of them have the correct answer as they are taking about eating and going potty in heaven. Lucy asks about having the need to go potty in heaven and Amy rolls her eyes, as if there is only one simple answer and replies, "of course not, silly...make us go potty before we go anywhere." And then at the end Lucy laughs and said, "oh, yeah, I forgot." This indicates Amy was being very egotistical as she wondered how Lucy could have thought there was any other way. Amy thought she was right and nothing was going to change that.

3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?

Vygotskian theorists believe in sociocultural, so they would most likely analyze the situation and find out what the children know about death. They would also look at if the children had any personal experiences happen. After discovering their knowledge, Ms. Bowman would explain the situation and what had happened. Amy struggles with the idea about death and the fact that she can still see the fish. Vygotskians would guide her through this process just as Ms. Bowman did and ask Amy if she wanted Ringo to go to heaven. Her reply was yes and the teacher smiles and states, "well, then, I bet he'll go there just as soon as he possibly can." Ms. Bowman is showing how Vygotskian theorists would react to a situation like this. I also noticed ZPD and Scaffolding happening as Amy collaborates with Lucy as well as gets support and guidance from Ms. Bowman.

4. How might taking care of pets in the classroom promote students' cognitive development?

Taking care of pets in the classroom would promote students' cognitive development by teaching them to recognize and identify how to care for a pet or any other living thing. They start out with little knowledge, if any, about how to care for a pet. As they grow and develop, just as Piaget and Vygotsy believe, at the end their thinking process will change and mature. It will make sense of the world around us, which would include the animals. The teacher can give them problems and they will have to use their ZPD and come up with an example of why something is happening. For instance, if the class was to have a snake as a pet, and the teacher was to ask what they eat and how they digest their food, the students would have to think about their schemas and use problem solving skills to come up with an answer. They would use a lot of Vygotsky's theories.