learning theories 3 jean piaget

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FACILITATING LEARNING &CHILD AND ADOLESCENT

DEVELOPMENT


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JEAN PIAGET


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Jean Piaget (1896-1980) was one of the 20th centuriesmost influential researchers in the area ofdevelopmental psychology.

Piaget originally trained in the areas of biology andphilosophy and considered himself a “geneticepistimologist.”

JEAN PIAGET


He was mainly interested in the biological influences on“how we come to know.”

Piaget believed that what distinguishes human beingsfrom other animals is our ability to do “abstract symbolicreasoning.”

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JEAN PIAGET


Piaget's views are often compared with those of LevVygotsky, who looked more to social interaction as theprimary source of cognition and behaviours.

A child as a “little scientist” (Piaget).

A child as an “apprentice” (Vygotzky).

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JEAN PIAGET


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Behavior is controlled through mental organizationscalled schemes that the individual uses to representthe world and designate action.

This adaptation is driven by a biological drive to obtainbalance between schemes and the environment(equilibration).

JEAN PIAGET


Piaget hypothesized that infants are born with schemesoperating at birth that he called "reflexes."

In other animals, these reflexes control behaviorthroughout life.

However, in human beings as the infant uses these reflexesto adapt to the environment, these reflexes are quicklyreplaced with constructed schemes.

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PROCESS OFCOGNITIVE DEVELOPMENT


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1. Schemas (building blocks of knowledge)

2. Processes that enable the transition from one stageto another (assimilation, accommodation, andequilibration)

3. Stages of Cognitive Development (sensorimotor,preoperational, concrete operational, formaloperational)

3 Basic Componentsof Piaget's Theory


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• Internal representation of the world.

• Piaget called the schema the basic building block ofintelligent behaviour – a way of organisingknowledge (“units” of knowledge).

• When a child's existing schemas are capable ofexplaining what it can perceive around it, it is said tobe in a state of equilibrium.

SCHEMAS


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As schemes become increasingly more complex (i.e.,responsible for more complex behaviors) they aretermed structures.

As one's structures become more complex, they areorganized in a hierarchical manner (i.e., from generalto specific).



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• An unpleasant state of disequilibrium happens when newinformation cannot be fitted into existing schemas(assimilation.)

• Equilibration is the force which drives the learning process aswe do not like to be frustrated and will seek to restorebalance by mastering the new challenge (accommodation).

• Once the new information is acquired the process ofassimilation with the new schema will continue until the nexttime we need to make an adjustment to it.

EQUILIBRATION


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• Refers to how a child changes overt time as it makessense of the world in which he lives.

• Adaptation comes about through the processes ofassimilation and accommodation.

ADAPTATION


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• Assimilation – which is using an existing schema toa new situation.

• Accommodation – happens when the existingschema (knowledge) needs to be changed to take innew information.

ASSIMILATION AND ACCOMMODATION


Assimilation

The process of usingor transforming theenvironment so that itcan be placed inpreexisting cognitivestructures.

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AccommodationThe process ofchanging cognitivestructures in order toaccept something fromthe environment.

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SP ecial COFi 16

PIAGET'S STAGESOF COGNITIVE DEVELOPMENT


• In this stage, infants construct an understanding ofthe world by coordinating sensory experiences (suchas seeing and hearing) with physical, motoric actions.

• Infants gain knowledge of the world from thephysical actions they perform on it.

• An infant progresses from reflexive, instinctualaction at birth to the beginning of symbolic thoughttoward the end of the stage.

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SENSORIMOTOR STAGE


Features:

• Lack of Object Permanence - The Child assumes thatobjects no longer exist if they are not visible.

• Egocentrism - The child is unable to distinguishhim/herself from the environment.

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SENSORIMOTOR STAGE


• The hallmark of the preoperational stage is sparseand logically inadequate mental operations.

• The child however is still not able to performoperations.

• Thinking is still egocentric: The child has difficultytaking the viewpoint of others.

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PREOPERATIONAL PERIOD


Features:

• Class Inclusion

• Lack of Conservation (Centration andIrreversibility)

• Egocentrism

• Animism

• Realism

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Egocentrism occurs when a child is unable todistinguish between their own perspective and thatof another person's

Animism is the belief that inanimate objects arecapable of actions and have lifelike qualities.

Realism – Believing that psychological events are real.

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Lack of conservation – The inability to realize thatsome things remain unchanged despite lookingdifferent.

Centration is the act of focusing all attention on onecharacteristic compared to the others.

Reversibility – The child is unable to visualize the taskbeing carried out in reverse

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The child is able to carry out operations on itsenvironment and develops logical thought.

Thinking requires concrete examples, being unable tothink in abstract terms.

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CONCRETE OPERATIONAL STAGE


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Features:

• Seriation—the ability to sort objects in an orderaccording to size, shape, or any other characteristic.

• Transitivity- The ability to recognize logicalrelationships among elements in a serial order, andperform 'transitive inferences'.



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• Classification—the ability to name and identify setsof objects according to appearance, size or othercharacteristic, including the idea that one set ofobjects can include another.

• Decentering—where the child takes into accountmultiple aspects of a problem to solve it.



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• Reversibility—the child understands that numbersor objects can be changed, then returned to theiroriginal state.

• Conservation—understanding that quantity, lengthor number of items is unrelated to the arrangementor appearance of the object or items.


• In this stage, individuals move beyond concreteexperiences and begin to think abstractly, reasonlogically and draw conclusions from the informationavailable, as well as apply all these processes tohypothetical situations.

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FORMAL OPERATIONAL STAGE


Features:

• Abstract thought• Hypothetical thought• Hypothesis testing• Appreciation of values and ideals• Solve syllogisms

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FORMAL OPERATIONAL STAGE


• Adapt lessons suited to individual needs

• Be aware of child’s stage of development

• Provide stimulation through variety of task

• Produce disequilibrium

• Use concrete examples

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ROLE OF THE TEACHER


SPecial COFi

Mr. LOPE CLEAR the

CONcREte AHHAS. 30

learning theories 3 jean piaget

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