Discussant:FELIZ A. TAYAODLSU-D COED GSB1st Sem. 2015-2016

Jean Piaget’sStages of Cognitive Development

Abraham

Maslow’s

Hierarchy of

Needs

Jean Piaget• was one of the 20th century’s most influential

researchers in the area of developmental psychology

• originally trained in the areas of biology and philosophy and considered himself a generic epistemologist

• wanted to know how children learned through their development in the study of knowledge

• Based his theory on the idea that the developing child builds cognitive structures.

Words to Remember

Illustration of Schema, Assimilation, & Accommodation (1).mp4

Cognition

• Latin, “cognoscere” which means “to know” or “to recognize” or “to conceptualize”

• mental processes an organism learns, remembers, understands, perceives, & solves problems

Cognitive Development

• describes how mental processes develop from birth to adulthood

• the process by which people’s thinking changes across the life span

• gradual, orderly, changes by which mental processes become more complex and sophisticated

Stages1. Sensorimotor stage (years 0-2)

2. Preoperational stage (years 2-7)3. Concrete operational stage (years 7-11)

4. Formal operational stage (years 11-adulthood)

Sensorimotor Stage

Sensorimotor: (birth to about age 2) -During this time, the child is focused solely on sensation

and movement-Infants are busy discovering relationships between their

bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities. The child relies on seeing, touching, sucking, feeling, and using their senses to learn things about themselves and the environment.

• Sensory perceptions • Motor activities• Infant trying to make sense of

the world

Preoperational Stage

Egocentrism:- The inability of the child

to view things from another perspective other than their own

Conservation:- The awareness that

altering a substance’s appearance does not change its basic properties

• Language Development• Egocentrism• Lack of conservation• Increase in role playing• Children will use their imagination (e.g: pretending an

old box is a house)

Preoperational Stage

Preoperational: (begins about the time the child starts to talk to about age 7)

-During this stage, a child begins to use his imagination, using symbols to represent objects

-The preoperational stage is also where the majority of language development occurs. Language development, like almost everything else, occurs in a defined, set order.

Concrete operational stageages: 7 to 11

• Use of logic• Think logically of concrete events • Difficulty understanding hypothetical concepts• Elimination of egocentrism

• Concrete: (about first grade to early adolescence)

-During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgments' about concrete or observable phenomena.

-In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information.

Example: a younger child would not understand that a short fat glass and a tall skinny glass hold the same amount. A child in the concrete operational stage, however, realizes that pouring liquid from a short glass into a tall one does not change the volume. Or Finally, during this stage, a child learns to classify things. He now understands that he can live in both the US and California.

Formal Operational

Stage11 yrs to adulthood

• Formal Operations: -This stage brings cognition to its final form. a

child uses logical, sophisticated thought in hypothetical scenarios

-Teaching for the adolescent may be wide-ranging because he'll be able to consider many possibilities from several perspectives.

Think about abstract concepts

Systematic Planning Deductive Reasoning Problem Solving

Application in the Education(Student Services)

• Piaget’s theories are imbedded into the school system in the sense that the curriculum is based on his stage theory.

• The curriculum is designed to teach students at the first stage and progressively teach new learning to change the schemas in order to move students through each stage.

• Schools should provide specific educational experience based on children’s developmental level.

• Do not treat children as miniature adults; they think and learn differently from adults

• Co-curricular activities have equal importance as that of curricular experiences in the cognitive development of children

Application in the Education(Student Services)

Suggested Student Services per Stage

• Sensorimotor StagePlay School (Day Care)Toilet Training Behavioral FormationFeeding ProgramHealth ServicesDisciplineChild CarePlayground

Preoperational Stage (2 to 7)

• Church/Chapel Service• Canteen/Cafeteria• Health• Admissions• Counseling• School bus

Concrete operational stageages: 7 to 11

• Admissions• Book Store• Health and Dental• Interest Groups• Awards• Counseling and

Discipline

• Libraries• Records• School Bus• Campus Ministry

Formal Operational Stage11 yrs. to adulthood

• Admissions• Bookstore• Interest Groups• Photocopying• Dormitories• Lockers• Libraries• Parking

• Records• Placement• Health• Galleries• Awards• Guidance,

Testing, and Discipline

Bibliography “PIAGET'S COGNITIVE STAGES”. Patient Teaching, Loose Leaf

Library Springhouse Corporation (1990)

<http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm

>

“Learning and Teaching Piaget’s developmental theory”. [On-line: UK] 10 February 2010

http://www.learningandteaching.info/learning/piaget.htm

http://www.slideshare.net http://en.wikipedia.org

Images: google.com & fb accounts