Application of Cognitive Development Theory in Early Childhood Chinese Language Teaching

Research Article
Open access

Application of Cognitive Development Theory in Early Childhood Chinese Language Teaching

Xiang Yu 1*
  • 1 Zhe Jiang Normal University    
  • *corresponding author Yuxiang0827207@outlook.com
LNEP Vol.100
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-80590-185-3
ISBN (Online): 978-1-80590-186-0

Abstract

In an era of evolving educational concepts, the critical importance of early childhood language development, and advancing kindergarten curriculum reforms, exploring how to apply cognitive development theories to young children's Chinese language teaching not only enriches the theoretical system of early childhood education and promotes interdisciplinary integration between psychology and education but also helps teachers optimize educational methods based on children's cognitive characteristics and language development laws, providing direction for innovative educational practices and addressing traditional educational drawbacks. This paper, grounded in Piaget's theory of cognitive development stages and Vygotsky's "Zone of Proximal Development " theory, focuses on their applications in young children's Chinese language teaching. Using a systematic literature review, it examines the research status and practical progress of these theories in early childhood language education. The study aims to provide new path references for the scientific and personalized development of young children's Chinese language teaching, exploring teaching design, classroom interaction, language practice, and evaluation feedback in conjunction with current hot topics in early childhood language education, such as core literacy cultivation and gamified teaching. The study reveals that cognitive development theories have abundant achievements in kindergarten language education, with numerous practices showing that their rational application—through teaching methods, environmental design, and other approaches—can significantly enhance children's language learning effects and capabilities.

Keywords:

Cognitive Development Theory, Chinese Language Teaching, Zone of Proximal Development, Preschool Education

Yu,X. (2025). Application of Cognitive Development Theory in Early Childhood Chinese Language Teaching. Lecture Notes in Education Psychology and Public Media,100,14-19.
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References

[1]. Chen, H. (2024). Exploration of early childhood education strategies based on cognitive development theory. New Education, (26), 97-98, 104.

[2]. Guo, G. (2014). The significance and implications of Piaget's cognitive development theory for early childhood education. Educational Teaching Forum, (12), 269-270.

[3]. Han, P., Hu, J., & Guo, Y. (2020). Piaget's theory of cognitive development of preschool education movement development enlightenment. Journal of Sichuan Sports Science, 39(04), 47-51. https://doi.org/10.13932/j.cnki.sctykx.2020.04.12

[4]. Jin, L. (2016). On the path selection of promoting the "Zone of Proximal Development" of young children. Science Tribune (Late), (27), 134-135. https://doi.org/10.16400/j.cnki.kjdkx.2016.09.065

[5]. He, X. (2019). The application of the Zone of Proximal Development in the fields of language, health, and science in kindergartens. Modern Communication, (11), 181-182.

[6]. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). MIT Press.

[7]. Piaget, J. (1952). The origins of intelligence in children. Routledge.

[8]. Zeng, Q. (2025). Research on gamification of kindergarten curriculum under the theory of cognitive development. Education Field, (01), 122-124.

[9]. Feng, Y. (2016). Teaching research on children's language learning under the theory of cognitive development: A case study of kindergartens in City S. Youth Days, (09), 180.

[10]. Gu, C. (2022). Curriculum construction of preschool whole language approach based on cognitive-development theory. Western Journal, (10), 117-120. https://doi.org/10.16721/j.cnki.cn61-1487/c.2022.10.036

[11]. Yang, R. (2023). How to conduct Chinese language and literature education in kindergartens. Jiaying Literature, (21), 161-163.

[12]. Liu, L. (2025). A brief analysis of the cultivation of children's language expression ability in kindergarten teaching activities. Famous Teachers Online (Chinese and English), 11(08), 66-68.

[13]. Zhang, X. (2021). How to carry out Chinese language and literature education for young children. Literature Education (Below), (08), 90-91. https://doi.org/10.16692/j.cnki.wxjyx.2021.08.038

[14]. Ji, M. (2022). The implications of Piaget's cognitive development theory for children's calligraphy teaching. Youth Calligraphy, (23), 40-44.

Cite this article

Yu,X. (2025). Application of Cognitive Development Theory in Early Childhood Chinese Language Teaching. Lecture Notes in Education Psychology and Public Media,100,14-19.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of ICEIPI 2025 Symposium: Understanding Religious Identity in Educational Contexts

ISBN：978-1-80590-185-3(Print) / 978-1-80590-186-0(Online)
Editor：Kurt Buhring
Conference website: https://www.iceipi.org
Conference date: 20 August 2025
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.100
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Chen, H. (2024). Exploration of early childhood education strategies based on cognitive development theory. New Education, (26), 97-98, 104.

[2]. Guo, G. (2014). The significance and implications of Piaget's cognitive development theory for early childhood education. Educational Teaching Forum, (12), 269-270.

[3]. Han, P., Hu, J., & Guo, Y. (2020). Piaget's theory of cognitive development of preschool education movement development enlightenment. Journal of Sichuan Sports Science, 39(04), 47-51. https://doi.org/10.13932/j.cnki.sctykx.2020.04.12

[4]. Jin, L. (2016). On the path selection of promoting the "Zone of Proximal Development" of young children. Science Tribune (Late), (27), 134-135. https://doi.org/10.16400/j.cnki.kjdkx.2016.09.065

[5]. He, X. (2019). The application of the Zone of Proximal Development in the fields of language, health, and science in kindergartens. Modern Communication, (11), 181-182.

[6]. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). MIT Press.

[7]. Piaget, J. (1952). The origins of intelligence in children. Routledge.

[8]. Zeng, Q. (2025). Research on gamification of kindergarten curriculum under the theory of cognitive development. Education Field, (01), 122-124.

[9]. Feng, Y. (2016). Teaching research on children's language learning under the theory of cognitive development: A case study of kindergartens in City S. Youth Days, (09), 180.

[10]. Gu, C. (2022). Curriculum construction of preschool whole language approach based on cognitive-development theory. Western Journal, (10), 117-120. https://doi.org/10.16721/j.cnki.cn61-1487/c.2022.10.036

[11]. Yang, R. (2023). How to conduct Chinese language and literature education in kindergartens. Jiaying Literature, (21), 161-163.

[12]. Liu, L. (2025). A brief analysis of the cultivation of children's language expression ability in kindergarten teaching activities. Famous Teachers Online (Chinese and English), 11(08), 66-68.

[13]. Zhang, X. (2021). How to carry out Chinese language and literature education for young children. Literature Education (Below), (08), 90-91. https://doi.org/10.16692/j.cnki.wxjyx.2021.08.038

[14]. Ji, M. (2022). The implications of Piaget's cognitive development theory for children's calligraphy teaching. Youth Calligraphy, (23), 40-44.

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