jean piaget and the theory of cognitive developmenent

8/13/2019 Jean Piaget and the Theory of Cognitive Developmenent

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JEAN PIAGETand the Cognitive

Development Theory


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Who is Jean Piaget?

1896year of birth

1980year of death

1918received his Ph.D.

He is a contributor in thefields of psychology,education, sociology and

genetics.

He formulated theCognitive DevelopmentTheory.


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Cognitive Development Theory

SCHEMATA STAGES of COGNITIVE

DEVELOPMENT

Behavioral

Symbolic

Operational

Sensorimotor

Preoperational

ConcreteFormal


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SCHEMAS

The basic unit of anorganized pattern ofsensorimotor

functioning. Concepts and

knowledge aboutevents that influence

how an individualinterprets newinformation.


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Behavioral Schemata

Patterns of action or

sequences of

behavior that the

infant uses to explore

and respond to

objects in her

environment.


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Symbolic Schemata

The

representation of

objects, events,

and experiences

without the need

to perform some

type of action onthem.


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Operational Schemata

Mental operations

performed on objects

or events the results

of which lead to

some logical

outcome.


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How are they (schemata)

constructed andchanged?


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Terms

Assimilationenriching schema with new

information;

Accomodationadjusting schemata based on

new information;

Disequilibriumdisruption of cognitive

process;

Equilibriumcognitive balance


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Truck Schema

Equilibrium

Child

sees van

and says

truck.

A

SS

I

M

I

L

A

T

I

O

N

Truck Schema

Equilibrium

maintained


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Truck

Schema

Equilibrium

Child

sees

train andsays

truck;

daddy

corrects

her.

A

C

C

O

M

O

D

A

T

IO

NDisequilibrium

Truck

Schema

Equilibrium

restored


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Stages of Cognitive Development

SENSORIMOTOR

(0-2 years old)

PREOPERATIONAL

(2-7 years old)

CONCRETE OPERATIONAL(7-11 years old)

FORMAL OPERATIONAL(11-15+ years old)


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SENSORIMOTOR

begins to make use of

imitation, memory and

thought;

begins to recognize that

objects do not cease to exist

when they are hidden;

moves from reflex actions to

goal-directed activity


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LINE 1

LINE 2

LINE 3


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CONCRETE OPERATIONAL

able to solve, hands-onproblems in logicalfashion;

understands laws ofconservation and isable to classify andseriate;

understandsreversibility


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Premise 1:

A feather can break a glass.

Premise 2:

Carlos hit his glass with a feather.

Question:What happened to Carloss glass?


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FORMAL OPERATIONAL

able to solve abstract

problems in logical

fashion;

thinking becomes

more scientific;

develops concerns

about social issues,

identity


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Premise 1:

A feather can break a glass.

Premise 2:

Carlos hit his glass with a feather.

Question:What happened to Carloss glass?

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