2. jean piaget notes

7/28/2019 2. Jean Piaget notes

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PIAGETS STAGES OF DEVELOPMENT

Viewed development as a way of howpeople adapt to the world


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Cognitive Development

Piagets theory of cognitive development

assumes stage-like development

Information-processing approach assumes continuous development

focuses on basic mechanisms of cognition


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Each cognitive development is unique

Each persons environment puts specific

demands on that person

Thus, cognitive growth processess ofintellectual development by the specific kinds

of experiences have


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Maturation

refers to the physical development that

occurs over time and that directly impacts

the childs nervous system

Maturational readiness or biological

programming

Determining when a child would move to the

next stage

Culture and environment could accelerate or

retard growth


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Role of maturation is important- pyhysical

changes facilitate the progressivecomplexity of our mental structures

Experience is crucial major source ofdiscoveries that lead to the modification of

schemes


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Schema

Schemas can be related to one another,

sometimes in a hierarchy

Vary with age

We even remember and recall things viaschemas, using them to encode

memories.


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Schema

A schema is a mental structure we use to

organize and simplify our knowledge of the

world around us. We have schemas about

ourselves, other people, mechanicaldevices, food, and in fact almost

everything.


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Schemas affect what we notice, how we

interpret things and how we makedecisions and act. They act like filters,

accentuating and downplaying various

elements, classify things, forecast,

predicting what will happen.


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Schema

Become more self-aware, knowing your

own schemas and why they are useful for

you. When people try to change them, you

can then more rationally understandwhether your or their schemas are better.


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Adapatation the process of adjusting in

response to the environment by means ofassimilation and accomodation

To make sense of the new information orto solve the problems that confronts us


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Assimilation

- the first process use when confronted with

new experience

- incorporation of new information into

existing knowledge/schemes

Accommodation

- modifying ones existing knowledge to

adjust to new information


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Equilibrium a state of cognitve balance

between our understanding of the worldand our experiences

When our understanding can explain theevents we observe, the world makes

sense


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Disequilibrium

Veiw of the world did not match - whenthey cant, disequilibrium occurs,

If we remain in equilibrium, we have no

reason to change we are motivated to search for better

explanations, to change to make sense of

the new experience


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Number of elements work alongside

disequilibrium to motivate individuals tolearn emotions, maturatiton, experiences

and social interactions

Piaget stages of development cognitive

development unfolds as the child passess

through 4 distinct and qualitative differentstages


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Four Main Stages of

Cognitive Development Sensorimotor Stage (birth to approx. 2 years)

Preoperational Stage (approx. 2 years to 7 years)

Concrete Operational Stage (approx. 7 years to 12

years) Formal Operational Stage (approx. 12 years onwards)

Each new stage reflects a betterway of understanding

(not just more knowledge).


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Sensorimotor Stage

understanding of the cognitive worldthrough

sensationstouch,taste,sight,sound are

constantly in use physical movements and action


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object permanence

understanding that objects and events

continue to exist even when they cannot

directly be seen, heard, or touched


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Preoperational Stage (2-7)

ability to represent the world mentally

ability to think more symbolically

Gradually develop the use of languageE.g.

representation of objects in the world using

scribbled designs

prevalence of

pretend play


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Egocentrism

inability to distinguish ones own

perspective and someone elses

perspective

Views the world in the same they do

They are the centre of everything


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Egocentric dialogue

Lucy: My dad got a new car yesterday

Nick: This is the biggest tower you can build with

Lego

Lucy: Its not noisy like our old one

Nick: Im gonna get more Lego for my birthday

Lucy: You can have a ride in our car if you like

Nick: If I put this flag on top it will be a specialcastle


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Teacher: Why the sun was shinning

Child: Because it wants to

Teacher: Why does it want to

Child: Because I like to play outside


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Centration playing to only one aspect of

an object or situation

Conservation principle that some

characteristics of an object remain the

same despite changes in appearance

Reversibiliy the ability to perfom mental

operations and then reverse ones thinking

to return to the starting point


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Animism preoperational thinkers

attribute animistic (particularly, human)

characteristics to all objects.

They attribute life only to those bojects

that move spontaneously


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Animism

Kenn: Is water alive? Yes. Why?- It

moves.Is fire alive? Yes, it moves

Vel: Is the sun alive? Yes.- Why? It gives light. Is a candle alive? No. Why not? (Yes)

Because it gives light. It is alive when it is giving

light, but it isnt alive when it is not giving light.-Is

a bicycle alive?No, when it doesnt go it isnt

alive. When it goes it is alive


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Animism

Where do boats go at night?

to bed


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Conservation of number

A

B


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Which stick is longer?A

B


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A B A B

Are the clay balls the same?

Bigger?


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Conservation of Volume


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Grandpa, your cloud is the same as

the clouds outside in the sky

Grandpa, did you make the clouds

Outside?


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Transductive reasoning the child neither

inductively nor deductively A child sees the wind blowing leaves,

trees and paper. She might have arrived

at the conclusion that she will be blown

away, never to see again

Somehow illogical and sometimes

humourous conclusions are reached


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Concrete Operational Stage

(7-11)

children can:

manipulate internal representations of

reversible actions and objects

classify objects and events reason logically about concrete, specific

events and objects

children cannot: reason logically about abstract events


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Formal Operational Stage

(11 to adulthood)

ability to reason logically about abstract

ideas and events

Becomes more scientific in thinking

hypothetico-deductive reasoning

ability to formulate many alternative

hypotheses in dealing with a problem

and to check data and makeappropriate decisions


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Anological reasoning search for a

solutions to situations that similar to theone on hand

Deductive reasoning drawing

conclusions by applying rules or principles,

logically moving from a general rule or

principle to a specific solution


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Reflective abilities able to systematically

generate all possibilities solutions to aproblem

Develop concern about social issues


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Educational Implications

Listen closely to what children say and

probe their responses rather than

accepting them at face value

Observe children closely as they

participate in classroom activities in order

to gain insights into their thinking


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Be aware of possible limitations ofchildrens thinking at different ages

Be aware of individual differences amongstudents

Structure activities that are meaningful tostudents. Try to make links betweenexisting knowledge and new concepts.

Organise small-group collaborativelearning activities


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Play


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Play

Solitary Play Play that occurs alone

Parallel PlayPlay in which childrenengage in the same activity side by side

but with very little interaction


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Play

Associative Play Play that is much like

parallel play but with increased levels of

interaction in the form of sharing, turn-

taking and general interest in what othersare doing


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Play

Cooperative play occurs when children

join together to achieve a common goal,

such as building a large sand castle,

blocks


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Importance of play

Exercises their linguistic, cognitive and

social skills and contributes to their

general personality development

Creativity

Freely explore ways of thinking and acting

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