jean piaget

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COGNITIVE THEORY OF

DEVELOPMENTJEAN PIAGET

BIOGRAPHY

Jean Piaget

Born in Neuchâtel in the French-speaking part of Switzerland.

Natural scientist and developmental psychologist well known for his work studying children and his theory of cognitive development.

(August 9, 1896 – September 16,

1980)

His career of scientific research began when he was just eleven, with the 1907 publication of a short paper on the albino sparrow.

Wrote more than sixty books and several hundred articles.

Jean Piaget (August 9, 1896 – September 16,

1980)

In 1923, he married Valentine Châtenay, the couple had three children, whom Piaget studied from infancy.

Began to explore children in Alfred’s Binet Laboratory. This is where the Modern Test of Intelligence was created.

In 1923, he married Valentine Châtenay, the couple had three children, whom Piaget studied from infancy. Began to explore children in Alfred’s Binet Laboratory. This is where the Modern Test of Intelligence was created.

(August 9, 1896 – September 16,

1980)

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Piaget proposed the theory of childhood cognitive development in 1969.

Cognitive Development is the combine result between the maturity of the brain and nervous system with the environment adjustments.

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Studied intellectual development. He found that from the moment of

birth, children acted upon, transformed their environment, and were shaped by the consequences of their actions.

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ORGANIZATION• is the tendency to create systems that

bring together all of a person’s knowledge of the environment.

• development progresses from simple organizational structures to more complex ones

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ADAPTATION how a person deals with new

information. it occurs through the process of

assimilating new information and accommodating it.

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SCHEMA Interactions with the environment to

organize patterns of thought, which they used to interpret or make sense of their experience.

e.g. young children who believe that sun is alive because it mo0ves are operating on the schema that moving things are alive.

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ASSIMILATION Interpreting new information in

terms of existing information. e.g. as children develop, they may

regard other moving objects(animals, wind-up toy) as alive as well.

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ACCOMODATION Understanding of differences

between non-living and living object. Revising, readjusting or realigning

existing schema to accept new information

e.g. trees do not move but yet hey are alive.

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EQUILIBRIUM the tendency to strive for a state of

mental balance (equilibrium) both between a person and the outside world and among the cognitive elements within a person.

Combination of assimilation and accommodation; harmonious relationships between thought processes and environment.

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Infant changes from a being who responds primarily through reflexes to one who can organize activities in relation to the environment.

Uses sensory and motor abilities to comprehend world.

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REFLEXIVE STAGE• This period is marked by the use of innate

and predictable survival reflexes.• No coordination from their senses, do not

grasp an object they are looking at.NO OBJECT PERMANENCE• the realization that an object or person

continues to exist even when out of sight.

(0-1

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PRIMARY CIRCULAR REACTIONS Marked by stereotyped repetition and

the infant’s focus on his own body as the center of interest.(e.g. infant discovers own body parts)

FOCUS: Infant’s body Hand-mouth and ear-eye coordination

develop.

(1-4

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GE 2

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Development of primary circular reaction to acquired adaptation then

finally organization. Enjoyable activity for this period: a

rattle or a tape of parent’s voice. NO object permanence.

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SECONDARY CIRCULAR REACTIONS Infants learns to initiate, recognize and

repeat pleasurable experiences from environment.

Coincides with new interest to manipulate objects in the environment.

Memory traces are present; infant’s anticipates familiar events.

(4-8

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Actions intentional but not initially goal-directed.

Begin to show partial object permanence.

Good toy for this period: mirror Good game: peek-a-boo

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GE 3

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COORDINATION OF SECONDARY SCHEMES Behavior is more deliberate and purposeful

as infant’s coordinate previously learned schemes (e.g. looking and grasping a rattle) and use previously learned behaviors to attain their goals (e.g. crawling across the room to get desired toy).

Can anticipate events.

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2 M

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GE 4

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Begin to develop object permanence. (first hiding place even being moved).

Recognize shapes and sizes of familiar objects.

Good toy: nesting toys (colored boxes)

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TERTIARY CIRCULAR REACTIONS Infants show curiosity as they

purposely vary their actions to see results.

Child is able to experiment to discover new properties of objects and events.

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GE 5

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Try new activities and use trial and error in solving problems.

Object permanence developed further. (Follow series of displacements and look in last place rather than first.)

Good game: throw and retrieve

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GE 5

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MENTAL COMBINATIONS Toddler have developed a primitive

symbol system (language) to represent events. (Symbolic thought)

Basic understanding of cause and effect. No longer confined to trial and error. Develops of insight.

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Object permanence fully developed. Good toys: blocks, colored plastic rings

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GE 6

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Child develops a representational system and uses symbols such as words to represent people, places and events.

Comprehend simple abstractions but thinking is basically concrete and literal.

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SYMBOLIC FUNCTION is the ability to learn by using symbols.SYMBOL is a mental representation to which

consciously or unconsciously, a person has attached meaning.

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The child forms concepts that are less complete and logical than adult concepts.

CENTRATION: conservation of matter(height & weight), reversibility and animism (confuse reality and fantasy).

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The child makes simple classifications ( to form design or figure).

The child associates on event with a simultaneous one (TRANSDUCTIVE REASONING).

The child exhibits egocentric thinking. Good toys: items that require

imagination such as modeling clay.

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The child becomes capable of classifying, quantifying, and relating objects but remains unaware of the principles behind these operations.

The child exhibits intuitive thought process. The child is EGOCENTRIC. The child uses many words appropriately but

lacks real knowledge of their meaning.

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Marked by inductive reasoning, logical operations and reversible concrete thought.

Uses memory to learn broad concept and subgroup of concepts.(Fruit and apple)

Classifies according to attributes such as color and SERIATION.

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Understands reversibility, conservation of matter.

Transition from egocentric to objective thinking.

Typical activities: collecting and sorting objects, ordering items according to size, shape, weight and other criteria.

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Develops abstract reasoning which include inductive and deductive reasoning, the ability to connect separate events and the ability to understand later consequences.

Adolescent thinks beyond the present and delights in “that which is not.”

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Idealism (perfect word) Egocentism (“Everyone is watching

me and concerned about me.”) (Personal fable)

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His theory has major influence on cognitive theory.

It has brought focus on mental processes and their role in behavior.

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It has influenced caregivers and teachers to understand the stages of development.

It has raised questions and projects related to learning in educational settings.

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Emphasizes the importance of communication and interaction with children according to their ages.

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INFANTS (SENSORIMOTOR)

Provide toys, mobiles and bright pictures to engage infants

Maintain a safe environment.

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PRESCHOOLER (PREOPERATIONAL)

Carefully explain experiences related to illness

Reassure that they are not responsible for illness

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SCHOOLAGE (CONCRETE OPERATIONS)

Be knowledgeable of child’s capability of mature thought and need to manipulate or see objects to understand and to provide important details

Allow children to manipulate at least see the equipment used in treatments.

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ADOLESCENTS (FORMAL OPERATIONS)

Assess their learning needs Provide complete and clearly

understood information Re-educate or clarify to help them

learn more about their disease and its care

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Acknowledge that some may not have developed mature abstract thought and provide information at a more concrete or individualized level

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Young children can solve conservation problem with different methods

Infants gain aspect of object permanence earlier than Piaget had predicted

Depending on schooling and methods of teaching, children can move through the stages faster than he predicted

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Plays little attention to emotions and motivation on learning .

Underestimates the adult interactions and does not fully explain the progress from one stage to another

Neither acknowledge that people may advance to a certain cognitive level nor the idea that some people never reach the higher stages of abstract thought.

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