KPLI SCIENCE 1 (2008)KPLI SCIENCE 1 (2008)

TOPIC :TOPIC :

Piaget’s Theory of Cognitive Development :Piaget’s Theory of Cognitive Development :

A) Sensorimotor StageA) Sensorimotor Stage

B) Pre-Operational StageB) Pre-Operational Stage

Prepared By :Prepared By :

MOHD FARIED HARONMOHD FARIED HARON

AINUS SAKINAH ABDUL KARIMAINUS SAKINAH ABDUL KARIM

EZRIN NIZA GHAZALLIEZRIN NIZA GHAZALLI

BIOGRAPHYBIOGRAPHY

Jean PiagetJean Piaget

Born in Neuchâtel, Switzerland, on August 9, 1896Born in Neuchâtel, Switzerland, on August 9, 1896

Began his career as a biologist : Major In MalacologistBegan his career as a biologist : Major In Malacologist

Published first paper about an Albino Sparrow (10 years old)Published first paper about an Albino Sparrow (10 years old)

A) The Sensorimotor StageA) The Sensorimotor Stage

Lasts from birth to 2 years old.Lasts from birth to 2 years old. Infant uses senses and motor abilities to understand the world.Infant uses senses and motor abilities to understand the world. Begins with reflexes and Begins with reflexes and ending with complex combinations of sensorimotor skills. ending with complex combinations of sensorimotor skills.

1)1) Primary circular reactions (1-4 month)Primary circular reactions (1-4 month) An action of his/her own which serves as a stimulus to which it responds with the An action of his/her own which serves as a stimulus to which it responds with the

same action. same action.

e.g.e.g. the baby may suck her thumb and she will repeat this action again and the baby may suck her thumb and she will repeat this action again and again again because it feels good.because it feels good.

2)2) Secondary circular reactions (4-12 month)Secondary circular reactions (4-12 month) Involve an act that extends out to the environmentInvolve an act that extends out to the environment Things begin to show out well & have the ability to recognizeThings begin to show out well & have the ability to recognize

e.g.e.g. - She may squeeze a rubber duckie.  It goes “quack.”  That’s great, so do it - She may squeeze a rubber duckie.  It goes “quack.”  That’s great, so do it again, and again, and again. again, and again, and again.- She is learning “procedures that make interesting things last.” - She is learning “procedures that make interesting things last.”

3)3) Tertiary circular reactions (12-24 month)Tertiary circular reactions (12-24 month) consist of the same “making interesting things last” cycle, except with constant consist of the same “making interesting things last” cycle, except with constant

variation variation Child developing mental representation (around 1 and a half years)Child developing mental representation (around 1 and a half years) Has the ability to hold an image in their mind for a period beyond the immediate Has the ability to hold an image in their mind for a period beyond the immediate

experienceexperience Can use mental combination to solve simple problemsCan use mental combination to solve simple problems

e.g.e.g. - - putting down a toy in order to open a door.putting down a toy in order to open a door.- able to manage simple toys such as Lego’s- able to manage simple toys such as Lego’s

PREOPERATIONAL STAGEPREOPERATIONAL STAGE

2-7 years old2-7 years old

Development of symbolic thoughtDevelopment of symbolic thought

In the preoperational period, sensorimotor functioning In the preoperational period, sensorimotor functioning decreases and the use of conceptual representation decreases and the use of conceptual representation increases. increases.

Children typically begin using spoken words as symbols Children typically begin using spoken words as symbols in one-word sentences around age 2; by age four they in one-word sentences around age 2; by age four they can speak and comprehend language remarkably well can speak and comprehend language remarkably well (Santrock, 1983). (Santrock, 1983). There are four main characteristics of the preoperational There are four main characteristics of the preoperational stage of a child’s cognitive development: centration, stage of a child’s cognitive development: centration, egocentrism, irreversibility and animismegocentrism, irreversibility and animism

CentrationCentration Focus only one feature of problemsFocus only one feature of problems

e.g. they may not understand you when you tell e.g. they may not understand you when you tell them “Your father is my husband”them “Your father is my husband”

IrreversibilityIrreversibility

Inability to visualize reversible actionInability to visualize reversible action

e.g. A child during pre-operational stage is not capable of e.g. A child during pre-operational stage is not capable of

reversible thought. For example, you ask a pre-reversible thought. For example, you ask a pre-operational child: What is a duck? The child answers: it is a operational child: What is a duck? The child answers: it is a bird. You ask further: What would happen to the ducks if bird. You ask further: What would happen to the ducks if

all birds were killed? Would there be any duck left? The all birds were killed? Would there be any duck left? The child would answer in affirmation. You ask why and the child would answer in affirmation. You ask why and the child will say that they have gone for swimming or have child will say that they have gone for swimming or have fled.fled.

EgocentricEgocentric unable to share another person’s idea/viewunable to share another person’s idea/view

e.g. when given a three-dimensional model, the e.g. when given a three-dimensional model, the child expects that the person on the other side of child expects that the person on the other side of the model is viewing the same thing as him or herthe model is viewing the same thing as him or her

AnimismAnimism belief that all things have lives.belief that all things have lives.

e.g. children tend to refer to inanimate objects e.g. children tend to refer to inanimate objects (non-living objects) as if they have life-like (non-living objects) as if they have life-like qualities and are capable of actions. qualities and are capable of actions.

Children consider these objects as having Children consider these objects as having emotions, motives, intentions, thoughts, and emotions, motives, intentions, thoughts, and desires.desires.

SummarySummaryAll activities done shows that :All activities done shows that :

Childs (from birth to 2 years old) begins to Childs (from birth to 2 years old) begins to interact with the environmentinteract with the environment

Knowing that an object still exists although it has Knowing that an object still exists although it has been hiddenbeen hidden

Egocentric in nature (focusing on one’s self)Egocentric in nature (focusing on one’s self)

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT &

ITS IMPLICATION IN THE SCIENCE CLASSROOM

TEACHING

• Concrete operational stage (age 7-11)• Formal operational stage (age 11 and above)

Introduction

What is Piaget’s Theory of Cognitive Development?

The influence of an experience on a person’s way of thinking depends on that person’s age and previous experience.

The four stages as shown on the diagram

Piaget’s Theory

Sensory-Motor

(Age 0-2 years)

Pre-Operational

(Age 2-7 years)

Concrete-Operational

(Age 7-11 years)

Formal-Operational

(Age 11 years and above)

CONCRETE OPERATIONAL STAGE

Elementary and early adolescence – age 7 until approximately age 11

Understanding of reversibility – e.g about numbers

Begin thinking logically about concrete events – e.g can metal sink?

Difficulty understanding abstract or hypothetical concept – e.g how plant grow?

CONCRETE OPERATIONA

L STAGE

CONCRETE OPERATIONA

L STAGE

SERIEATION

CLASSIFICATIONDECENTERING

CONVERSATION

ELEMINATION OFEGOCENTRISM

REVERSIBILITY

CONCRETE OPERATION STAGE

Seriation - the ability to sort object in an order to size, shape or any other

characteristic

Classification - the ability to name and identify sets of objects according

to appearance, size or other characteristic

Decentering - where the child takes into account multiple aspects of a

problem to solve it

Cont…Reversibility - where the child understands that numbers or objects can be changed, then returned to their original state

Conservation - understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items. E.g when a child is presented with two equally-sized, full cups they will be able to discern that if water is transferred to a pitcher it will conserve the quantity and be equal to the other filled cup

Elimination of Egocentrism - the ability to view things from another's perspective

FORMAL OPERATION STAGE

Adolescence and adulthood – around age 11 continue into adulthoodPeople are develop an ability to think about abstract conceptsAbstract concepts - children begin to consider possible outcomes and consequences of actionsDeductive logic - the ability to use a general principle to determine a specific outcome Problem solving - the ability to systematically solve a problem in a logical and methodical way emerges

Implication in Science Classroom Teaching

Children must discover certain concepts, such as the concept of conservation mainly on their own.

Thus, teaching any such concept means directing children’s attention to the key aspect & then letting them discover the concept for themselves

Cont.

Teacher should determine a child’s level of functioning and then teach material appropriate to that level. Eg. Teachers should not try introducing abstract concepts to children who are at the concrete operations stage of development.

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