intellectual (cognitive) development theory of piaget

UNIT II

(v)

INTELLCTUAL DEVELOPMENT

INTELLECTUAL/COGNITIVE INTELLECTUAL/COGNITIVE DEVELOPMENTDEVELOPMENT

JEAN PIAGET

SWISS BIOLOGIST

JEAN PIAGET

JEAN PIAGET

STAGES OF INTELLECTUAL DEVELOPMENT

According to Piaget Pattern of development is quite constant

and universal

JEAN PIAGET

STAGES OF INTELLECTUAL DEVELOPMENT

1. Sensory – motor stage (from birth to about two years)

2.Pre- Operational Stage ( about 2 to 7 years)

3.Concrete Operational Stage (About 7 to 11 years)

4. Formal operational Stage (about 12 to 15 years)

STAGES OF INTELLECTUAL DEVELOPMENT

STAGES OF INTELLECTUAL DEVELOPMENT

JEAN PIAGET

STAGES OF INTELLECTUAL DEVELOPMENT

1. Sensory – motor stage (from birth to about two years)Characteristicsa) Absence of languageb)The stage is limited to direct sensory and motor interactions with the environment

1. Sensory – motor stage

Pattern of development At birth: Exhibits a limited number of

uncoordinated reflexes ; e.g.,

Sucking, Looking, Reaching and Grasping

1. Sensory – motor stage

Next four months: Uncoordinated reflexes are coordinated in to simple schemas; e.g.,

Trying to suck anything which is put in to its mouth

Looking at what ever it sees Reaching for everything Grasping all that is put in to its hands

1. Sensory – motor stage

By the age of eight months:

The infant is able to react to objects outside himself

The concept of object permanence evolves in the cognitive structure of the infant

JEAN PIAGET

STAGES OF INTELLECTUAL DEVELOPMENT2. Pre- Operational Stage ( about 2 to

7 years)

Language developmentBegins to utter words and

Development in thinkingSymbolic representation of images

and things

JEAN PIAGET

2. Pre- Operational Stage ( about 2 to 7 years)

This stage can be further divided in to

Pre-Conceptual phase ( about 2 to 4 years)

Intuitive phase (app. 4 to 7 years)

JEAN PIAGET

2. Pre- Operational Stage ( about 2 to 7 years)

2.1. Pre-Conceptual phase ( about 2 to 4 years)It is a period of rudimentary concept formationCharacteristicsa) They identify objects by names of classes E.g., all men are daddy, all women are mummy etc

JEAN PIAGET

2.1. Pre-Conceptual phase ( about 2 to 4 years)Characteristicsb) Illogical mode of thinking and reasoninge.g., They would take cow for all animals of that size and featuresc) Highly imaginative e.g., Taking doll for baby, chair for bus ,wooden block for byke etc

JEAN PIAGET

2.1. Pre-Conceptual phase ( about 2 to 4 years)Characteristics:

d) Egocentric nature: The child can see the world only from his own stand point. It considers itself the centre of the world and people should perceive thigs as it perceives

JEAN PIAGET

2. Pre- Operational Stage ( about 2 to 7 years)

2.2 Intuitive phase (app. 4 to 7 years): In this stage Concepts are formed at a more advanced

level

Thinking is carried out intuitively not logically

JEAN PIAGET

2. Pre- Operational Stage ( about 2 to 7 years)

Reversibility (ability to reverse) and Conservation (ability to see an object as

permanent even though its length, width or shape changes)

are absent during this stage

JEAN PIAGET

3.Concrete Operational Stage (About 7 to 11 years)Characteristics

1. Thinking becomes quite systematic and logical

2. Develop ability to Conserve in terms of quantity and number of objects

3. The child is no longer ego centric4. Develop Number concept in concrete form

JEAN PIAGET

3.Concrete Operational Stage (About 7 to 11 years)Characteristics

5. Learns to tackle complex concrete problems

6. Understands relationships and discrepancies in things

7. Learns to classify things and arrange things in the increasing and decreasing order of size

JEAN PIAGET

4. Formal operational Stage (about 12 to 15 years)

Characteristics1. The child learns to deal with abstraction by logical thinking2. The child learns to use symbols effectively3. The child begins to construct relationships between symbols and concrete operations

JEAN PIAGET

4. Formal operational Stage (about 12 to 15 years)

Characteristics4. The child begins to appreciate hypothetical problems5. It begins to look at problems in many ways6. It reflects the most advanced stage of cognitive functioning ( higher order intellectual functioning)

JEAN PIAGET

Higher order intellectual functioningCharacteristics1. Build up multiple hypotheses and alternate solutions2. Verify all solutions in a systematic manner 3. Generalize and arrive at abstract rule that

cover many specific situations.

CONSERVATION

JEAN PIAGET INTELLECTUAL DEVELOPMENT

He views intelligence in terms of biological development which facilitates an individuals interaction with environment at a particular psychological level

JEAN PIAGET INTELLECTUAL DEVELOPMENT

His primary focus is on developing abilities to an optimum level

To him Individual should be active in discovering

and structuring reality for himself

JEAN PIAGET

His concept of intelligence and learning is basically difined in terms of

Content Structure and Function

JEAN PIAGET

Content ; It refers to the organism’s response

Structure ; It refers to the genetic aspect of development

Function ; It refers to certain modes of interaction with the environment

JEAN PIAGET

Intellectual/Cognitive development

Cognitive development consists of structural changes required to accommodate new data.

The structural units are called schema Schema is the unit of cognitive structure. Schema is the important concept in his

theory of intellectual development

JEAN PIAGET

Each stage is marked with a special schema

It is associated with motor activities Physical development is related to this

motor activities which in turn decides his intellectual development

JEAN PIAGET

Schema

Motor activities

Physical development

Intellectual development

JEAN PIAGET

Human beings inherit two basic tendencies Organization and Adaptation Organization: It is the tendency to

systematize responses (and combine processes into coherent general system)

Adaptation : It refers to the tendency to adjust to the environment

Both physical and mental functioning are governed by these two tendencies

JEAN PIAGET

Adaptation It is the process of creating a good fit

between one’s own schema and new experiences one gets. It comprises two sub processes

Assimilation and Accommodation

JEAN PIAGET

Assimilation : It is the fitting of new experiences in the older stock of experiences

It is the process of responding to the environment according to one’s existing cognitive structure

It occurs when some thing new is drawn into the old pattern and becomes a part of the inner organization

Individual’s old schema does not change in this process. It alone does not lead to intellectual development

JEAN PIAGET

Accommodation : It involves changing the existing

experiences (schema) to incorporate the new ones.

It involves modification of existing cognitive structure

It is the major vehicle or means of intellectual development

JEAN PIAGET

Equilibration It is the innate tendency leading to the

organization of one’s experiences towards maximal adaptation

It is a continuous drive towards equilibrium or balance

It is proceeding towards better forms of knowledge.

It is the dual mechanism of assimilation and accommodation headed with equilibration which leads to steady intellectual development.

JEAN PIAGET

Interiorisation The process of decreasing dependence

on the physical environment and increased use of cognitive structure is termed as interiorisation.

EQUILIBRATION

Physical Environment

Perception

Accommodation

Cognitive Structure

Assimilation

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