Cognitive development and language:

Cognitive development and language acquisition are complex processes that involve both natural and environmentally-influenced factors. While humans have an innate capacity for language acquisition, cognitive development is shaped by a dynamic interplay between genetic and environmental factors.

Neuroscience offers significant strengths in understanding learning, including:

1. Insights into neural mechanisms underlying cognitive processes
2. Identification of brain regions involved in learning and memory
3. Development of evidence-based interventions for learning disorders

However, neuroscience also has potential weaknesses:

1. Risk of oversimplifying complex behaviors
2. Neglecting social and cultural contexts
3. Overemphasis on biological factors, potentially overlooking environmental influences

Update:

Concept: Zone of Proximal Development (ZPD)

The ZPD, introduced by Lev Vygotsky, refers to the range of knowledge and understanding that a learner can attain with guidance from a more knowledgeable other.

Example: A child learning to ride a bike. Initially, they require support and guidance from an adult. As they progress, the adult gradually withdraws support, allowing the child to develop independence.

Insightful aspect: Highlights the critical role of social interaction and scaffolding in cognitive development.

Possible limits:

1. Assumes rigid and linear progression of cognitive development
2. Overlooks individual agency and self-directed learning
3. Neglects the role of technology and digital tools in learning

References:

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Recent brain research example:

The study of neuroplasticity and its implications for learning. Research has shown that the brain can reorganize itself in response to new experiences and learning, challenging the long-held idea that the brain is a fixed entity (Draganski et al., 2004).

References:

Draganski, B., Gaser, C., Busch, V., Granner, S., & Buchel, C. (2004). Neural plasticity in the brain of musicians: A longitudinal study. NeuroImage, 23(1), 304-312.

Please comment and share your thoughts!

• Natin Nayan

1. Cognitive and language development is not only motivated by biological innate but there is the intervention of other factors, namely the social environment. The environment has a contribution as the creation of experiences such as diverse cultures, will affect differences in experience as well. this certainly supports the cognitive and language development of each individual is different, very complex can not be seen directly, contained in Piaget's thinking which passes through stages known as assimilation, and accommodation. Individual assimilation absorbs new knowledge and incorporates it into the old knowledge framework, while accommodation is the stage of adjustment to new information. Then the development of language in children is still centered on themselves and learning from the experiences gained. Language development in children generally occurs naturally and continues to develop according to their age, this is a gift as a perfect human being.

However, there are other factors that
support the development of language, namely the
social and cultural environment such as, children born in middle-income families tend to master English (international) fluently and their grammar is neat and polite (influenced by the level of parental education (parenting techniques)), while children born in middle-lower class living conditions recognize, and pronounce unpleasant vocabulary (the quality of established communication).

The assumptions of Vygotsky's thinking are:
1. Cognitionis a development from one stage to the next
2. Language is the key tool for cognitive acquisition
3. Cognition is obtained from established relationships, in other words, it is closely related to socio-cultural Dagan
Various expert opinions on this, some discuss together, or separately. The picture is like this, the development of children with hearing impairments does not have the ability to speak,
but in cognition the level of development is more or less the same as normal children of the same age.

2. Pros: By understanding neuroscience as a science that studies how the human brain works. As educators, we can increase effectiveness through the development of learning strategies or learning media that enable the delivery and absorption of material by students based on the ability to understand, store, and manage information.
As a learning model and field of application of theory. For example, Albert Bandura's social learning theory is that there is a process of observation and modeling and processing by the brain there until the stage of understanding, then there is Skinner's reinforcement theory, namely positive and negative reinforcement, the consequences of how the brain processes and responds to it.

For weaknesses, because science is relatively new, of course it requires special time to explore it, then there are costs and facilities that must support it.

Referense:

Neviyarni, A. (2020). Perkembangan Kognitif, Bahasa, Perkembangan Sosio-Emosional, dan Implikasinya Dalam Pembelajaran. Inovasi Pendidikan, 7(2).

Hengky W, Pendidikan neurosains dan implikasinya dalam pendidikan masa kini
(Kencana: Jakarta, 2019)

• Naswa Septia

1. The social mind is a social construction that sees that the existence of knowledge and intelligence does not only arise from within us, but also the surrounding social and socio-cultural environment plays a role in shaping it.

2. The thinking or construction of thoughts that a person has becomes something that not only affects us but also affects our social actions or social life in society. One of the main concepts in social constructs is collective and collaborative, where knowledge is the result of collaboration and the interaction process that occurs in it so that it is not only the result of individual construction efforts alone.

3. Culture and community can shape learning because social cognitivism and collaboration in learning have a very close relationship. Learning is obtained through interaction allowing individuals to exchange ideas, experiences with various perspectives so as to provide learning in the learning process. Individuals can support each other so that constructive learning is obtained through observation of other people's actions in solving problems. These activities lead to the development of social skills such as communication, negotiation, and cooperation, resulting in a Knowledge Collective.

• Indra Fagil Saputra

https://www.bing.com/search?pglt=41&q=Social+Cognitivism+(Mary+Kalantzis+and+Bill+Cope&cvid=2bfcdaa9b9684c27828a1ac5e0ecd1e6&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBBzg2NmowajGoAgiwAgE&FORM=ANNTA1&PC=ACTS

Mary Kalantzis and Bill Cope have made significant contributions to the field of education, particularly through their work on social cognitivism and multiliteracies. Their approach emphasizes the importance of cultural and social contexts in learning, suggesting that tools like language, technology, and cultural symbols play a crucial role in constructing meaning and acquiring knowledge.

In the educational environment of today, which we have called the New Learning, we may be reluctant to pass judgement upon cultures, learners, knowledge domains or pedagogies. Each seems to suit its own context. It is nevertheless important that teachers and learners are knowing participants in their knowing. They should be as clear about their ways of knowing (the approaches to knowing and their pedagogy) as they are about what they are knowing (their disciplines and subject matter). Not only should they become more knowing through the process of learning; they should also become more knowingly knowing – developing a parallel meta-knowledge alongside the content knowledge of the subject.

• Donacel Clarianes

https://www.bing.com/search?pglt=41&q=Social+Cognitivism+(Mary+Kalantzis+and+Bill+Cope&cvid=2bfcdaa9b9684c27828a1ac5e0ecd1e6&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBBzg2NmowajGoAgiwAgE&FORM=ANNTA1&PC=ACTS

Mary Kalantzis and Bill Cope have made significant contributions to the field of education, particularly through their work on social cognitivism and multiliteracies. Their approach emphasizes the importance of cultural and social contexts in learning, suggesting that tools like language, technology, and cultural symbols play a crucial role in constructing meaning and acquiring knowledge.

In the educational environment of today, which we have called the New Learning, we may be reluctant to pass judgement upon cultures, learners, knowledge domains or pedagogies. Each seems to suit its own context. It is nevertheless important that teachers and learners are knowing participants in their knowing. They should be as clear about their ways of knowing (the approaches to knowing and their pedagogy) as they are about what they are knowing (their disciplines and subject matter). Not only should they become more knowing through the process of learning; they should also become more knowingly knowing – developing a parallel meta-knowledge alongside the content knowledge of the subject.

• Donacel Clarianes

What do we mean by the social mind? In what ways is thinking 'inside your head' also social thinking? How do community and culture shape learning?

I believe a social mind is one that functions with respect to society, community, or people. Community and culture significantly shape learning. If one were to ask about the purpose of living, I would say it is to make sense of the world, to learn, or simply to live a better life. But what exactly is learning? Learning happens all the time. What do we want to learn? There may be certain practices one would like to learn to live better.

In my experiences of both learning and teaching, I have found that the community plays a crucial role. It provides a space to learn from one another—through observation, collaboration, and informal interactions. We learn things that make sense to us and that improve our lives.

There are many tribal communities in India where children learn a variety of songs, dances, agricultural practices, and even how to fetch honey from the forest. But they also learn to develop relationships with the forests, animals, people, and things around them. For example, in one community in Gudalur, South India, adults would help someone building their house, or the entire community would come together to assist with a wedding. When children see all of this, they learn, becoming part of the community and its practices.

• Nidhi Solanki

El cognitivismo social también destaca la importancia de factores como:

- La atención: selección de información relevante.
- La retención: memoria y almacenamiento de información.
- La reproducción: ejecución de comportamientos aprendidos.
- La motivación: incentivos y recompensas que influyen en el aprendizaje.

• Yeimmy Motta

colaboración

• Julian Torres

Humans are social beings. Being part of a group is not only a way of feeling safe. The group we are a part from plays a very important role in who we ultimately become. That being said, by social mind we can understand all the beliefs, habits and thoughts that are shared and taught amongst a group of people. Although we are all free, the environment where we are raised end up shaping our minds. Of course it can be reshaped, but none of us can pass without taking a piece of that social mind.
The same way a baby reproduces behaviours, they also reproduce, many times in an unconscious way, beliefs and opinions. And that's why it's so important that we revisit old ways of thinking about our daily pratices, so we can, for example, make sure seeds of prejudice are not greing roots in the next generations. The social mind means that being part of a group is not much of a choice afterall, but a condition that helps shape our minds regardless our conscious decisions about it. As I said before, it's not unchangeable, of course. But it's essential that we take it into consideration whislt designing a learning journey. Each student, considering their contexts, families, social groups, will have a different start point and also several different impressions and opinions about the world. The key point is understanding that although we are all very particular individual, we are also a product of our environments. Balancing those two conditions might be what we need to find ways to establish an education that trully upholdbus to our maximum potential.1

• Juliana Maia

Collaborative Learning: Processes and Benefits

Collaborative learning is a powerful educational approach that leverages group dynamics to enhance learning outcomes. It involves students working together in small groups or teams to achieve shared learning goals. This method not only encourages active participation but also fosters critical thinking, problem-solving skills, and interpersonal communication.

Processes of Collaborative Learning:

Group Interaction: Students engage in discussions, debates, and joint problem-solving activities. This interaction promotes the exchange of ideas and perspectives.

Shared Responsibility: Each member contributes to the group's success, fostering accountability and teamwork.

Peer Teaching: Students explain concepts to each other, reinforcing their own understanding while helping peers grasp difficult concepts.

Feedback and Reflection: Groups provide feedback on each other's work, encouraging reflection and improvement.

Benefits of Collaborative Learning:

Deeper Understanding: Explaining concepts to others enhances understanding and retention.

Diverse Perspectives: Exposure to different viewpoints enriches learning and promotes critical thinking.

Social Skills Development: Collaboration enhances communication, teamwork, and conflict resolution skills.

Illustrative Example:

In a biology class, students are assigned a project on ecosystem dynamics. They form small groups to research various components of an ecosystem and their interactions. Each group member explores a specific topic (e.g., predator-prey relationships, nutrient cycling) and shares findings with the group. Through collaborative discussions and synthesis of information, students develop a comprehensive understanding of ecosystem dynamics beyond what they could achieve individually.

Collaborative learning not only expands learning beyond individual capabilities but also prepares students for real-world scenarios where teamwork and collaboration are essential.

This update delves into the processes and benefits of collaborative learning, emphasizing its role in enhancing educational outcomes through active engagement, peer interaction, and shared responsibility. It includes a practical example to illustrate how collaborative learning operates in a classroom setting, fostering deeper understanding and critical thinking among students.

• Amina Karim