COGNITIVE DEVELOPMENT THEORY AND CONTRIBUTIONS TO PEDAGOGICAL PRACTICE IN BASIC EDUCATION – EARLY ELEMENTARY YEARS

Abstract

The study analyzes the Theories of Cognitive Development and their contributions to teaching practice in Basic Education, specifically in the Early Years of Elementary School. Educational practice in today's classrooms is considered a challenging task due to the complexity of factors related to space, materials, methodologies, and learning, given that each child is a unique being within their social environment. The approach adopted in this research is descriptive and based on previous studies, with a qualitative perspective. The theoretical foundations rely on the theories of Piaget (1896) and Wallon (1975), as well as other authors who address mental, emotional, and motor development, which are connected to interactions with the physical and social environment and are essential for the child’s development. The study concludes that developmental theories present complexities both in understanding and in practical classroom application, since children develop biologically in different ways, influenced by the physical and social environment and by the living conditions in which they find themselves. Therefore, it is essential that educators, based on studies of developmental theories, carefully observe children during their school activities. It is important to assess their intellectual particularities and moments of activity, as well as ensure that teaching practices, curriculum, environment, time, and instructional resources are appropriate to effectively meet the different stages of development and promote the child’s integral progress.