jean piaget theory parag
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Jean Piaget theory is one of the most important theories of human psychology.TRANSCRIPT
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GOOD MORNING
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Theory of Cognitive development by Jean Piaget
Dr. Parag S. Deshmukh
Ist MDS.
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Contents:
Introduction Classification of psychological theories Cognitive development Stages of cognitive development Contributions of piaget cognitive
theory Criticism conclusion References
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Introduction
As the saying goes
“body does what mind says, for all behavioral act of a person there is a force behind which is known as mind or psyche. So it is essential on our part to study psychology.”
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• Psychology –
Study of human mind and its functions.
Psychology is both a field of study and also a means of improving the quality of life ~Kimble 1984
It can be defined as ‘Science dealing with human nature, function and phenomenon of his soul in the main’.
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For treating a child successfully or to manage a child in a dental setting, we as dentists should have thorough knowledge on personality development of the child.
“Child Psychology”“Is the science that deals with the study of child’s mind and how it functions, it also deals with the mental power or an interaction between the conscious and subconscious element in a child”
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Different Theories Of Psychology Which Have An Application In Dentistry
Theories on personality Development
• Psychoanalytic theory or psychosexual theory
by Sigmund Freud
• Psychosocial theory or Erikson’s model of
Personality development
Theory on Cognitive Development
• Cognitive development theory by Jean Piaget
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Theories on Learning and development of
Behavior
• Classical conditioning by Ivan Pavlov
• Operant conditioning by B.F. Skinner
• Social or Observational learning by Albert Bandura
• Theory of Hierarchy of Needs by Abraham Maslow
Other relevant theories
• Separation-Individuation theory by Margaret S
Mahler
• Attachment theory – John Bowlby.
• Theory of moral development – Kohlberg L.
• Childrenese – Haim Ginott.
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IMPORTANCE OF KNOWING CHILD PSYCHOLOGY IN DENTISTRY:-To understand the child as he comes to dental office &
know his problem in the way he explains.
Only after understanding the child and the parent, we can deliver treatment effectively.
To establish effective communication with child and parents, the basic skill is required.
Child and most importantly parents should develop confidence on our treatment and dentistry.
To teach and motivate them about importance of primary and preventive care and the importance of oral health.
To plan out effective treatment.
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Biography
Switzerland, on August 9, 1896
Arthur Piaget, was a professor of medieval
literature with an interest in local history.
Rebecca Jackson, his mother, was intelligent and
energetic, but Jean found her a bit neurotic
1918, Piaget received his Doctorate in Science
from the University of Neuchâtel
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He worked for a year at psychology labs in
Zurich and at Bleuler’s famous psychiatric
clinic
In 1919, he taught psychology and philosophy
at the Sorbonne in Paris.
He died in Geneva, September 16, 1980, one
of the most significant psychologists of the
twentieth century.
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Cognitive Development of Children
• Cognition refers to the mental processes by which knowledge is acquired, elaborated, stored, retrieved, and used to solve problems
• Cognitive psychologists are also concerned with why one individual differs from another in many of these cognitive processes.
• Cognition includes processes like perception, thinking, concept formation, abstraction and problem solving.
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Intelligence
Basics of the processes involved in cognition i.e. perception, thinking, abstraction etc. is intelligence.
Intelligence is a score derived from an intelligence test.
This indicates how the individual’s mental ability compares with that of others of the same development age.
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Cognition and Age
It wasn’t until about the middle of the last century
that researchers began to systematically study the
cognitive processes of newborns and young infants
Newborn can recognize the sound of their mother’s
voice and some aspects of their mother’s language.
By six months of age they also showed some
evidence of conceptual knowledge
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a model that emphasizes the biological functions and the environmental influences that promote developmental changes in the “organization” or “structure”, of intellect.
He created a broad theoretical system for the development of cognitive abilities; in this sense, his work was similar to that of Sigmund Freud, but Piaget emphasized the ways that children think and acquire knowledge.
Jean Piaget’s structural-functional approach –
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Jean Piaget Research Work
Conversation &
observation of 3
children and nephew
Development of
thought process
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Piaget’s Basic Ideas Of Cognition
Genetic Epistemology, “As the study of acquisition,
modification and abstract ideas and abilities on the
basis of an inherited or biological substrate, an
intelligent functioning that makes the abstract
thought possible”
Epigenesis
Every individual is born with the capacity to adjust or
adapt to both the physical and socio-cultural
environments in which he or she must live.
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• Piaget rejected the idea that learning was the passive assimilation of the knowledge.
• He proposed that learning is dynamic process comprising successive stages of adaptation to reality.
• Piaget theory has two main strands:a. Mechanism by which cognitive
development takes place .b. 4 main stages through which child pass.
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PIAGET’S VIEW OF COGNITIVE DEVELOPMENT
Equilibration schemes Adaptation Organization Equilibrium
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Equilibration
It is a mechanism that Piaget proposed to explain how children shift from one stage of thought to next
Eventually, they resolve the conflict and reach a balance or equilibrium of thought
For Piaget the motivation for change is an internal search for equilibrium
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Cognitive Schemes: The structural aspects of intelligence
Describe the models or mental structures, that we
create to represent, organize, and interpret our
experience
A Scheme is a pattern of thought or action that is
similar in some respects to what the lay person calls a
strategy or a concept.
Three kinds of intellectual structures are:
• Behavioural (Sensorimotor) schemes
• Symbolic schemes
• Operational schemes
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Behavioural schemes
A behavioural scheme is an organized pattern of behaviour that the child uses to represent and respond to an object or experience.
Symbolic Schemes
During second year, children reach a point at which they can solve problems and truly “think” about objects and events without having acted on them.
Operational Schemes
A cognitive operation is the internal mental activity that a person performs on his or her objects of thought to reach a logical conclusion
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Organization:
It is the process by which children combine existing schemes into new and more complex intellectual structures, it takes place internally apart from direct contact with the environment and is both biological and psychological
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Adaptation :
It is the ability of the person to adjust to the environment and to interact with it.
Assimilation and Accommodation.
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Assimilation - From the beginning a child incorporates or
assimilates events within the environment into mental categories called cognitive structures.
A cognitive structure in this sense is a classification of sensations and perceptions.
For ex Bird:- Flying Object Bees:- Look Bird
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Accommodation: Accommodation occurs when the child changes his or
her cognitive structure or mental category to better
represent the environment
Intelligence develops as interplay between
assimilation and accommodation
However, the child’s ability to adapt is limited by the
current level of development.
The notion that the child’s ability to adapt is age related
is a crucial concept in Piaget’s theory of development
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Schemata:
Both the processes i.e. assimilation and accommodation are used simultaneously alternately throughout life
Through this continuous dual process child is instantly building various hierarchies of related behavior known as schemata.
It represents dynamic process of differentiation and organization of knowledge with the resultant evolution of behavior and cognitive functioning appropriate for the age of child.
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Cognitive development stages:
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Cognitive development stages:Sensorimotor Period -
Infants knowledge of world is limited to their
sensory perceptions and motor activities.
During the first 2 years of life,
a child develops from a newborn infant
Simple modes of thought that are the foundation
of language develop during this time,
Communication is limited because of the child’s
simple concepts and lack of language capabilities
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Age Characteristics
Birth – 2 monthsSimple Reflex
Uses inborn motor and sensory reflexes (sucking, grasping, looking) to interact and accommodate to the external world.
2-4 monthsPrimary circular reactions / Habits
Children co-ordinates sensation and new schemas.
4-8 monthsSecondary circular reactions
Child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment.
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8 months – 1 yearCoordination of reactions
Child starts to show clearly intentional actions. Children begins exploring the environment around them and will often imitate the observed behaviors of the others. understanding of objects begins. Also begins to recognize certain objects have specific work.
1 year – 18 monthsTertiary circulation reaction
Period of trial and error experimentation.
18 months – 2 years Early representational thought
Children begins to develop symbols to represent events or objects in the world. Begins to move towards understanding the world through mental operations rather than purely through actions. child knowledge develops by:Object permanence, causality and symbolic play.
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Preoperational Period:
Because children above the age of 2 begin to
use language in ways similar to adults, it
appears that their thought processes are more
like those of adults.
During the preoperational stage, the capacity
develops to form mental symbols representing
things and events not present, and children
learn to use words to symbolize these absent
objects.
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children understand the world in the way they sense it through five primary senses.
Concepts that can not be seen heard smelt, tasted or felt for example time and health.
Children use and understand language in a literal sense.
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Egocentrism: A general feature of the thought process
and language during the preoperational period is egocentrism
Defined as inability to assume another persons point of view.
At this stage his own perspective is all that he can manage
Features of thought process:
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Mountain Study
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Animism
giving dental instrument and equipment lifelike names and qualities
Handpiece :- “Whistling Willie”
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Conservation:• Piaget found that few children shows any
understanding of conservation prior to age of five.
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Dental staff should use immediate sensations rather than
abstract reasoning in discussing concepts like prevention
of dental problems with a child at this stage.
Excellent oral hygiene is very important when an
orthodontic appliance is present
“Brushing and flossing remove food particles, which in
turn prevents bacteria from forming acids, which cause
tooth decay”.
“Brushing makes your teeth feel clean and smooth”, and
“tooth paste makes your mouth taste good”,
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Period of Concrete Operations(7 yr – 11 yr)
An improved ability to reason emerges.
8 year old could watch the water being poured
from one glass to another, imagine the reverse
of that process, and conclude that the amount
of water remains the same no matter what size
the container is
The child’s thinking is still strongly tied to
concrete situations, and the ability to reason on
an abstract level is limited.
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By seven or 8 years, most children develop the ability to conserve number, length, and liquid volume. Conservation refers to the idea that a quantity remains the same despite changes in appearance.
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Animism declines
Children are much more like adults
“Now wear your retainer every night and be sure
to keep it clean”,
“This is your retainer. Put it in your mouth
like this, and take it out like that. Put it in
every evening right after dinner before you
go to bed, and take it out before breakfast
every morning. Brush it like this with an
old tooth brush to keep it clean”
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Features of concrete operations:
Logic: Children now are fairly good at
inductive logic which involves going from a specific experience to a general principal.
There is difficulty in using deductive logic which involves using a general principle to determine the outcome of a specific event
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Reversibility:
Here is awareness that actions can be reverse
Eg.:
child might be able to recognize that his or her dog is a Labrador,that a Labrador is a dog.and that a dog is an animal
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Period of Formal Operations
Ability to deal with abstract concepts and abstract reasoning develops by about age 11
Intellectually the child can and should be treated as an adult
Successful communication, in other words, requires a feel for the child’s stage of intellectual development.
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• Aware that others think
• Experiencing tremendous biologic changes
in growth and sexual development
• They feel as though they are constantly “on
stage”, being observed and criticized by
those around them
• “Imaginary Audiences” by Elkind
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The imaginary audience is a powerful influence
on young adolescents
The reaction of the imaginary audience to braces
on the teeth, of course, is an important
consideration to a teenage patient
“Others really care about my appearance and
feelings as much as I do”
“Personal fable
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Personal Fable
“Because I am unique, I am not subject to
the consequences others will experience”.
Imaginary audience and the personal fable
have useful functions in helping us develop
social awareness and allowing us to cope in
a dangerous environment
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Clinical Application: Dentistry
Accept or reject T/t
To wear or not to wear appliance
Decalcification of the teeth from poor oral
hygiene
A teenage patient may protest to his orthodontist
that he does not want to wear a particular
appliance because others will think it makes him
“look Goofy”
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logic Deductive logic becomes important
during formal operational stage.
It requires ability to use general principle to determine specific outcome.
This type of thinking is helpful in science and mathematics.
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Abstract thought
The ability to think about abstract concepts emerges.
child begin to consider possible outcomes and consequences of actions.
Important in long term planning.
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Problem solving
Ability to systematically solve a problem in logical and methodical way emerges.
Child is able to quickly plan an organized approach to solving problem.
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One role of an effective dental professional is to help teenagers test the reality that actually surrounds them.
It is the job of the dentist to carefully evaluate the development of the child, and to adapt his or her language
Adage “different strokes for different folks”
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Evaluating Piaget’s theoryContributions:-
• Psychologists owe him a long list of masterful concepts of enduring power and fascination, assimilation, accommodation, object permanence, egocentrism, conservation and others
• Psychologists also owe him the current vision of children as active, constructive thinkers and they have a debt to him for creating a theory that generated a huge volume of research on children’s cognitive development
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Piaget's focus on qualitative development
had an important impact on education.
While Piaget did not specifically apply his
theory in this way, many educational
programs are now built upon the belief that
children should be taught at the level for
which they are developmentally prepared.
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Criticism
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Problems With Research Methods
A major source of inspiration for the theory was Piaget's observations of his own three children
Well-educated professionals of high socioeconomic status.
Because of this unrepresentative sample, it is difficult to generalize his findings to a larger population.
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Problems With Formal Operations
Research has disputed Piaget's argument that all children will automatically move to the next stage of development as they mature.
Some data suggests that environmental factors may play a role in the development of formal operations.
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Underestimates Children's Abilities
Most researchers agree that children possess many of the abilities at an earlier age than Piaget suspected.
For example, children of this age have some ability to take the perspective of another person, meaning they are far less egocentric than Piaget believed.
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Q. Is Piaget’s account of cognitive change clear and accurate?
Broad transformation in thinking but exactly what the child does to equilibrate is vague
On a variety of tasks infants and young children appear more competent than adolescents and adults who appear less competent, than Piaget assumed.
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Culture and education
• Culture and education exert a stronger influence on children’s development than Piaget believed.
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conclusion Dentistry for children can be demanding and
frustrating; at the same time, it can be enriching, satisfying, and memorable
Child patient management was a concern 30 years ago as well as today
Multidisciplinary research that results from combining the wealth of knowledge of both dentistry and psychology significantly helps in modifying behavior management and child development
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1.Profitt- textbook of contemporary orthodontics.
2. textbook of craniofacial growth- Shridhar premkumar.
3.Textbook Of Pedodontics Shobha Tendon.
4. Library dissertation on theories of psychology. (department of pedodontics, SPDC)
5.Wikipedia the free encyclopedia.
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"Children have never been good listeners to their elders, but they never failed to imitate them”
~ James Baldwin
thank You wishing you all
happy and prosperous new
year