Developmental Learning Theories of Jean Piaget

EDT 716, 6:40 pmGroup 1

Group 1 Members (6:40 pm Section)

• Adam Bellow• Kristina Desiante• Carol Carota• Melissa Errante• Kristen Poulos• Kaylin Mozzone

 

Four Stages of Cognitive Development

  • Sensorimotor  (birth-2 years)

 • Preoperational (2-7 years)

 • Concrete Operational (7-11 years)

 • Formal Operational (11 years onward)

Sensorimotor Stage - Birth to 2 Years

Infants learn about themselves through their environment and through motor and reflex actions.  They learn that they are seperate from their environment and that people and things exist even though they may be outside of their reach.  Behavior can be modified by using the senses such as a frown or a firm voice.

-------------------------------------------------------------------------------• Just an action in itself serves as a stimulus to which the response is the same action.

         Example:  A baby may suck his/her thumb which feels good so they continue.• An awareness of the environment develops and infants become more object oriented.

         Example: A baby may shake a rattle which makes a pleasing sound so they do it again and again!• Object permanence develops in which infants realize that just because they cannot see something

doesn't mean it's gone.         Example:  A baby enjoys the game peek-a-boo.

• Actions are done intentionally and can be combined to reach a goal.         Example:  A baby may use an stick to reach a toy.

• Mental representation develops where an infant can hold an image in their mind for a period beyond the immediate experience and engage in deferred imitation.

          Example:  A child may throw a tantrum an hour after seeing another child throw one.• Infants use mental combinations to solve simple problems

          Example:  A child may put a toy down to open the door.• Pretend play emerges

          Example:  A child will use a toy for its intended purpose instead of using it to throw or suck on.

 

Preoperational Stage - 2 to 7 Years 

Children apply their new knowledge of language and begin to use symbols as representation for objects. They are able to think about things and events that aren't

present, but can have difficulty understanding time. They are egocentric and expect others to see situations from their viewpoint.  Teaching must consider a child's vivid fantasies and undeveloped sense of time. Using neutral words and hands on instruction gives children

an active role in learning. ----------------------------------------------------------------------------------------------------------------• Children are able to use symbols and is able to pretend.

        Example:  Creative play using  a stick as a sword, drawing, language• Children develop an understanding of past and future

        Example:  "Mommy will be home soon." or "Remember when Daddy took you to the         fair?"• Children see things from from their own point of view

        Example:  Children bring out a new toy that only they can play with• Children focus on one aspect of a problem or communication at any given time

        Example: "I don't live in New York, I live in Dix Hills!"    

Concrete Operational Stage - 7 to 11 Years

Children begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts.

 

Mental operations improve: seriation

classificationdecenteringreversibility

conservationelimination of egocentricism

 Woolfolk, Anita. (2004) Educational Psychology (9th Edition). Boston, MA: Allyn & Bacon.

Concrete Operational Stage - 7 to 11 years

What it means:A child playing with a ball of dough understands that:• appearance can change without changing its identity (flattened ball

of dough may change shape, but its amount does not change)• effects of action can be reversed (flattened dough can be rolled out

again)• a change in one dimension can be compensated for by an opposite

change in another dimension (flattened dough covers a wider area, but is also thinner than rolled dough)

 In the classroom:• students can add and subtract on paper but cannot perform mental

math• students can work with a map but cannot verbally provide directions

  

http://social.jrank.org/pages/157/Concrete-Operational-Thinking.html  

 Formal Operational Stage - 11 years onward  

  

• Children develop the ability to think about abstract concepts rather than simply thinking concretely and specifically

 • Skills such as logical thought, deductive reasoning, and

systematic planning also emerge • Instead of relying solely on previous experiences,

children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning

  

Formal Operational Stage - 11 Years Onward

What it means: At the formal operational stage, child • is able to think about abstract problems in logical

fashion• can apply hypothetical and deductive reasoning• can implement more scientific thinking• develops concerns about identity and social issues

 In the classroom:• students engaging in dialogue concerning abstract

notions: existence, truth, justice, and morality  

Driscoll, M.P. (2005). Psychology of Learning for Instruction (3rd Ed.). Boston: Pearson Education.

The Processes of Developmentcritical to developmentresponsible for children's progression from one stage to the next 

1. Assimilation 2. Accomodation

 3. Equilibration

   

Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA.

 

Assimilation • Occurs when a child perceives new objects or events in terms of existing skills  -Example: An infant knows how to grab his favorite rattle and put it in his mouth. When he sees another object that is new to him, such as his dad's expensive watch, he grabs it and puts it in his

mouth.  (he assimilated a new oject into an old schema)

 •  Functional quality of assimiliation

-Children and adults will apply any mental structure available to assimilate to a new event.-Children learning to talk will talk endlessly to themselves, whether or not anyone is listening.  Adults who have learned a new skill will also try to apply that knowledge in as many situations as possible. 

IN THE CLASSROOM• learner-centered education (active discovery)• teachers are facilitators of knowledge

 Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA.

            

Accommodation •  When existing skills (schemes) must be modified to account

for a new experience, accomodation occurs -Example: The same infant who grabbed his dad's watch and put it in his

mouth assimilated the watch to his rattle.  Since this will most likely create a negative reaction by dad, the infant will accomodate to the new object.

 • Assimilation and accomodation are the two sides to

adaptation (learning) and influence each other 

 IN THE CLASSROOM• allow children to make mistakes and learn from them• present students with situations and materials and allow them to discover new

learning

  Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA.

                   Equilibration 

•  The master developmental process, encompassing both assimilation and accomodation Characterizes the child's transition from one stage of development to the next When disequilibrium occurs, thinking will shift and accomodation will occur

 • Involves the person striking a balance between himself and the environment, between

assimilation and accomodation • Equilibration is the major factor in explaining why some children advance more quickly in

the development of logical intelligence than others 

  IN THE CLASSROOM• analyze student errors to gain a better understanding of their thought processes

 Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA 

             

Three Types of Knowledge

• Physical Knowledge • Logical-Mathematical Knowledge

 • Social Knowledge

Physical Knowledge Physical knowledge is a childs knowledge about objects in the world around them.  This knowledge is obtained through their senses, such as seeing and touching. The objects supply the information.   Example:     A child plays with blocks and learns that blocks are hard, square and colorful.       Next, the child plays with playdoe and learns that playdoe is soft and can change shape.     The childs learns some general characteristics of blocks and playdoe.  He/she can use this knowledge and apply it to other objects with similar characteristics.  In the classroom:     -Students can learn through investigating and making discoveries on their own.      -Students should have ample time to interact with different objects.     

Logical-Mathematical KnowledgeLogical-Mathematical Knowledge is knowledge that is invented through ones actions on objects. A child is able to find a simularity between two things that appear to be different.The action supplies the knowledge  Example:     There are two rows of blocks, each containing four blocks.  One row has all red blocks and the other all blue blocks. The child can see that the physical characteristic of color is different(physical knowledge) but that each row contains the same amount of blocks (logical-mathematical knowledge).  In the classroom:     Once a student learns how to connect objects using information other than physical traits, they can apply this to all other objects or ideas.         

Social Knowledge

Social knowledge is knowledge obtained through interaction with people in the same culture.                             Actions supply the knowledge. Example:     A child learns to decorate a Christmas tree through the interaction with his/her family members.  In the classroom:     Students learn by doing and by working with others.

Principles of Instruction

• Learning environment should support the activity of the child. • Children's interaction with their peers are an important source

of cognitive development. • Adopt instructional strategies that make children aware of

conflicts and inconsistencies in their thinking. 

Learning environment should support the activity of the child.

WHAT IT MEANS

Activity is the key to the growth in intelligence

Students gain knowledge through their actions

Learning environments should encourage students to initiate and complete their own learning activities.

Students must come to their own educational discoveries, not the ones of the teacher.

 WHAT IT LOOKS LIKE IN THE CLASSROOM

 Use of manipulatives 

Through play and discovery

Children's interaction with their peers are an important source of cognitive

development.

WHAT IT MEANS

Peer interactions are essential to move children beyond egocentric thought

Egocentric child (Preoperational stage of development) 

WHAT IT LOOKS LIKE IN THE CLASSROOM 

Peer teaching

Social negotiation during problem solving

Adopt instructional strategies that make children aware of conflicts and

inconsistencies in their thinking.WHAT IT MEANS

When confronted with a lack of reasoning, students construct more complex and adequate rules

 Students need there to be disequilibrium between current cognitive 

structures and new information to move to a new developmental stage.

 WHAT IT LOOKS LIKE IN THE CLASSROOM

 Teachers assess what students know and how they think

Logical structures must be in place before inducing conflict

Piaget's Theory as Applied to Educational Technology

Knowing reality means constructingsystems of transformations that correspond, more or less adequately, to reality.

 Students can use multimedia to:• learn• communicate understanding to others• create represenatations of knowledge• search for answers in larger contexts

 Ideally:• Students become active participants • The teacher takes on the role of facilitator• Students can teach other students• Knowledge is a byproduct of exploration

 

Piaget and Educational Technology

Drill and Practice Software    example Math Blaster

Overuse/Misuse of PowerPoint    No Student Interaction    No Feedback

Interactive Internet Activities    example WebQuests

Student Produced Movies    example MovieMaker or       iMovie used to create 

Graphic Mapping Software    Inspiration / Kidspiration

Blogs / Wikis / Google Docs

Student Podcasts

    

Piaget Speaks On His Educational Theory