Downloaded 46 times
More Related Content
Similar to JEAN PIAGET THEORY/COGNITIVE DEVELOPMENT
JEAN PIAGET THEORY/COGNITIVE DEVELOPMENT
- 2. JEAN PIAGET (1896–1980)Swiss psychologist who became leading theorist in 1930’s Developmental psychologist who introduced a 4 stage theory of cognitive development Believed these stages were BIOLOGICAL and occurred in same order but environment & culture could change how fast we progress through them. Believed that children actively try to make sense out of their environment rather than passively soaking up information about the world.
- 3. WHAT IS COGNITION? The term cognition is derived from the Latin word "cognoscere" which means "to know" or "to recognize" or "to conceptualize". Cognition is "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses."
- 4. All themental activities associated with thinking, knowing, and remembering. Children think differently than adults do
- 5. WHAT IS COGNITIVEDEVELOPMENT? Cognitive Development is the emergence of the ability to think and understand. The acquisition of the ability to think, reason and problem solve. It is the process by which people's thinking changes across the life span. Piaget studied Cognitive Development by observing children in particular, to examine how their thought processes changed with age. It is the growing apprehension and adaptation to the physical and social environment.
- 6. HOW COGNITIVE DEVELOPMENTOCCURS? Cognitive Development is gradual and orderly changes by which mental process becomes more complex and sophisticated. The essential development of cognition is the establishment of new schemas. Assimilation and Accommodation are both the processes of the ways of Cognitive Development. The equilibration is the symbol of a new stage of the Cognitive Development.
- 7. Piaget’s Theory of Cognitive Development Keyelements : Schema Assimilation Accommodation equilibration
- 8. Piaget believedthat, “children are active thinkers, constantly trying to construct more advanced understandings of the world” These “understandings” are in the form of structures he called schemas
- 9. CONTINUE… Concepts or mentalframeworks that people use to organize and interpret information A person’s “picture of the world” For example; my schema for Christmas includes: Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc
- 10. ASSIMILATION Interpreting anew experience within the context of one’s existing schemas The new experience is similar to other previous experiences For example, once a child has a schema for birds based on the types of birds they have seen in their garden, they are able to incorporate new types of birds (e.g. parrots, seagulls) into their existing bird schema.
- 11. ACCOMMODATION Interpreting anew experience by adapting or changing one’s existing schemas The new experience is so novel the person’s schema must be changed to accommodate it. This happens when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation.I n Accommodation, the schema is altered; a new schema may be developed.
- 12.
- 13.
- 14. ASSIMILATION/ACCOMMODATION As children assimilatenew information and experiences, they eventually change their way of thinking to accommodate new knowledge
- 15. EQUILIBRATION According toPiaget, cognitive development involves an ongoing attempt to achieve a balance between assimilation and accommodation that he termed equilibration. The adjustment to the environment is nothing but adaptation. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. Equilibrium helps explain how children are able to move from one stage of thought to the next.
- 16. CONTINUE.. As achild progresses through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge ( assimilation) and changing behavior to account for new knowledge (accommodation).
- 17. HOW PIAGET DEVELOPEDTHE THEORY Piaget was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers to the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. Children’s intelligence differs from an adult’s in quality rather than in quantity. This means that children reason (think) differently from adults and see the world in different ways. Children actively build up their knowledge about the world. They are not passive creatures waiting for someone to fill their heads with knowledge. The best way to understand children’s reasoning was to see things from their point of view.
- 18. PIAGET’S APPROACH Primarymethod was to ask children to solve problems and to question them about the reasoning behind their solutions Discovered that children think in radically different ways than adults Proposed that development occurs as a series of ‘stages’ differing in how the world is understood
- 21. SENSORIMOTOR STAGE (BIRTH– 2) Information is gained directly through the senses and motor actions In this stage child perceives and manipulates but does not reason Symbols become internalized through language development Object permanence is acquired - the understanding that an object continues to exist even if it can’t be seen
- 22. OBJECT PERMANENCE Theawareness that things continue to exist even when they cannot be sensed Occurs as babies gain experience with objects, as their memory abilities improve, and as they develop mental representations of the world, which Piaget called schemas Before 6 months infants act as if objects removed from sight cease to exist Can be surprised by disappearance/reappearance of a face (peek-a-boo)
- 23. OBJECT PERMANENCE During thisstage the infant lives in the present. It does not yet have a mental picture of the world stored in its memory therefore it does not have a sense of object permanence. If it cannot see something then it does not exist. This is why you can hide a toy from an infant, while it watches, but it will not search for the object once it has gone out of sight.
- 24. PREOPERATIONAL STAGE (2–7YEARS) The word operations refers to logical, mental activities; thus, the preoperational stage is a prelogical stage Children can understand language but not logic Emergence of symbolic thought - ability to use words, images, and symbols to represent the world.
- 25. EGOCENTRISM The child’s inabilityto take another person’s point of view Child on the phone says, “See the picture I drew for you Grandpa!” and shows the picture to the phone. Includes a child’s inability to understand that symbols can represent other objects
- 26. in earlychildhood refers to the tendency of young children not to be able to take the perspective of others, and instead the child thinks that everyone sees, thinks, and feels just as they do. An egocentric child is not able to infer the perspective of other people and instead attributes his own perspective to situations. For example, ten year-old Jenny’s birthday is coming up, so her mom takes 3 year-old Joy to the toy store to choose a present for his sister. He selects an Iron Man action figure for her, thinking that if he likes the toy, his sister will too.
- 27. CONSERVATION An understanding thatcertain properties remain constant despite changes in their form The properties can include mass, volume, and numbers.
- 28. EXAMPLE Number In conservation ofnumber tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.
- 29. CONSERVATION- EXAMPLE • Length Inconservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length.
- 30.
- 31. CONCRETE OPERATIONAL STAGE (7–12YEARS) Ability to think logically about concrete objects and situations Child can now understand conservation Piaget labeled this stage as concrete operational because he believed that children were able to manage concrete objects, but not yet think methodically about the representations of objects. It is only later that children are able to reflect on abstract events and manipulate representations of events.
- 32. For example, achild may implement the rule “if nothing is added or taken away, then the amount of something stays the same.” Applying systemic rules or ideas may help a child solve simple tasks in the classroom, such as addition and subtraction problems or scientific calculations.
- 33. Ability tothink logically about abstract principles and hypothetical situations. Hypothetical-deductive reasoning (What if…. problems) The formal operational stage begins at approximately age twelve and lasts into adulthood. As adolescents enter this stage, they gain the ability to think in an abstract manner by manipulating ideas in their head, without any dependence on concrete manipulation He/she can do mathematical calculations, think creatively, use abstract reasoning, and imagine the outcome of particular actions. Formal Operational Stage (age 12 – adulthood)
- 35. EDUCATIONAL IMPLICATIONS OFPIAGET'S THEORY A focus on the process of children’s thinking, not just its products. In addition to checking the correctness of children’s answers, teachers must understand the processes children use to get to the answer. Appropriate learning experiences build on children’s current level of cognitive functioning, and only when teachers appreciate children’s methods of arriving at particular conclusions are they in a position to provide such experiences. Recognition of the crucial role of children’s self-initiated, active involvement in learning activities. In a Piagetian classroom the presentation of ready-made knowledge is deemphasized, and children are encouraged to discover for themselves through spontaneous interaction with the environment. Therefore, instead of teaching didactically, teachers provide a rich variety of activities that permit children to act directly on the physical world.
- 36. A de-emphasison practices aimed at making children adult like in their thinking. Piaget referred to the question “How can we speed up development?” as “the American question.” Among the many countries he visited, psychologists and educators in the United States seemed most interested in what techniques could be used to accelerate children’s progress through the stages. Piagetian-based educational programs accept his firm belief that premature teaching could be worse than no teaching at all, because it leads to superficial acceptance of adult formulas rather than true cognitive understanding (May & Kundert, 1997). Acceptance of individual differences in developmental progress. Piaget’s theory assumes that all children go through the same developmental sequence but that they do so at different rates. Therefore, teachers must make a special effort to arrange classroom activities for individuals and small groups of children rather than for the total class group. In addition, because individual differences are expected, assessment of children’s educational progress should be made in terms of each child’s own previous course of development, not in terms of normative standards provided by the performances of same-age peers.
- 37. Use concreteprops and visual aids whenever possible. Make instructions relatively short, using actions as well as words. Do not expect the students to consistently see the world from someone else’s point of view. Be sensitive to the possibility that students may have different meanings for the same word or different words for the same meaning. Students may also expect everyone to understand words they have invented. Give children a great deal of hands-on practice with the skills that serve as building blocks for more complex skills like reading comprehension. Provide a wide range of experiences in order to build a foundation for concept learning and language.
- 38.