piaget s theory

8/7/2019 Piaget s Theory

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Piagets Developmental

Theory

- Interest in epistemology


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Piagets ideas about human learning

People are active processors of

information. Human beings are

actively involved and interpreting andlearning from the events around them.


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Knowledge can be described in terms

of structures that change with

development. Piaget proposed the concept of

schema

As children develop, new schemesemerge and integrated with each

other into cognitive structures


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Cognitive development result from the

interactions that children have with

their physical and social environments A child explores his world, they began

to discover that they hold a

perspective of the world uniquely theirown


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According to Piaget, people interact

with their environment through to

unchanging processes known asassimilation and accommodation


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In accommodation, an individual

either modifies an existing scheme or

forms a new one to account for thenew event


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In assimilation, an individual interacts

with an object or event in a way that is

consistent with an existing scheme


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People are intrinsically motivated to try to

make sense of the world around them.

People are sometimes in the state ofequilibrium, they can comfortably explain

new events in terms of their existing

schemes.

However at times they can encounterevents they cannot explain our sense of this

is called disequilibrium, a mental discomfort


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Piagets four stages:

Sensorimotor stage:

Preoperational stage

Concrete Operations

Formal Operations


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Sensorimotor stage:

From birth until 2 years old

Children aware of objects that are

directly before them

Ex: game of peek-a boo is enjoyed

by infants


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Preoperational stage

2 years until 6 to 7 years old

Stage of language development

Expanding children vocabularies

reflect the many new mental schemes

that are developing

This stage is characterized by alogical thinking


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Example:

Young children cannot understand

conservation of liquid. They think ataller glass has more water than a

short glass even though both have the

exact same amount of water.


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Concrete Operations

Third stage of cognitive development

6 or 7 years old and continues until

they are about 11 or 12 years old Children think logically about

conservation problems and othersituations

They can apply their logicaloperations only to concrete,observable objects and events


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Formal Operations

The fourth and final stage

Children are 11 or 12 years of age

The child develops the ability to

reason with abstract, hypothetical


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Vygotskys developmental theory

Russian psychologist conducted

studies of childrens thinking


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Complex mental processes began as

social activities

Children analyze these processes anduse them independently of those

around him

Vygotsky called this process of socialactivities being internalized as mental

activities internalization


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Children often accomplish more

difficult tasks when they have the

assistance of other people moreadvanced and competent than

themselves


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Tasks within the zone of proximal

development promote maximum

cognitive growth He can learn something with the

assistance of others. Without such

assistance, he would not be able to

learn the subject


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The ideas of scaffolding learning comes

from Vygotskys zone of proximal

development theory Scaffolding refers to learning situations in

which adults and other more competent

individuals provide some form of guidance

or structure that enable students to engage

in learning activities within their zone of

proximal development


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General educational implications of

cognitive theories:

Cognitive processes influencelearning

Learning difficulties often indicateineffective or inappropriate cognitiveprocesses. Ex: children with learningdisabilities tend to process information

less effectively Teacher aware of what students are

learning


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cognitive theories:

As children grow, they become

capable of increasingly more

sophisticated thought


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cognitive theories:

People organize the things they learn.Teacher can facilitate students

learning by presenting information inan organized manner

This organization should reflectstudents previous knowledge and

show how one thing relates to theother (helping students understandand make connections)


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cognitive theories:

New information is most easily

acquired when people can associate it

with things have already learned Teachers should then show how new

ideas relate to previous learning


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cognitive theories:

People control their own learning

Students determine what things will

be learned and how they will belearned


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cognitive theories:

Cognitivism has affected educational theory byemphasizing the role of the teacher in terms ofthe instructors effectiveness of presentation of

instructional material in a manner that facilitatesstudents learning

Example: helping students to review andconnect previous learning on topic beforemoving to new ideas about that topic, helping

students understand the material by organizingit effectively, understanding differences instudents learning styles

piaget s theory

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