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Piaget & Cognitive Development

Piaget & Cognitive Development. Carolyn R. Fallahi, Ph. D. Jean Piaget. Developmental Theories. Piaget - Cognitive Developmental Stages Piaget’s writings: an attempt to answer questions like, how is knowledge acquired?

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Piaget & Cognitive Development

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  1. Piaget & Cognitive Development Carolyn R. Fallahi, Ph. D.

  2. Jean Piaget

  3. Developmental Theories • Piaget - Cognitive Developmental Stages • Piaget’s writings: an attempt to answer questions like, how is knowledge acquired? • These questions are answered in different content areas: mathematics, moral reasoning, and language.

  4. Developmental Theories • Knowledge is a process rather than a state. • People “construct” knowledge. • Knowledge is “biased”. • Piaget’s thinking deeply rooted in biology • mollusks

  5. Developmental Theories • Intelligence = “adaptation to the environment”. • Mental embryology. • Structuralism. • Stage theory. • Equilibrium. • Qualitative changes. • Quantitative changes.

  6. Developmental Theories • Egocentrism. • Cognitive development is cumulative. • Adaptation. • Assimiliation. • Accomodation. • Four processes that work together to guide development: • Emotions • Maturation • Experience • Social Interaction

  7. Developmental Theories • Stages are universal. • Piaget’s methodology – clinical method. • Sensorimotor Period (B-2 years old) • Stage 1: Modification of Reflexes (b to 1 month) • Stage 2: Primary Circular Reactions (1 to 4 months) • Stage 3: Secondary Circular Reactions (4 to 8 months)

  8. Developmental Theories • Stage 4: Coordination of secondary schemes (approximately 8 to 12 months) • Stage 5: Tertiary Circular Reactions (12-18 months) • Stage 6: Invention of new means through mental combinations (18-24 months) Object permanence

  9. Developmental Theories • Preoperational Period – 2 to 7 years • Semiotic function develops • Development of representational thought • Language primary mode for expressing thought. • Egocentrism • Rigidity of thought – centration • Beaker of water experiment • Lack of reversibility

  10. Theories • Piaget continued. • Preoperational period (2-7 years). • Now the child transfers the notion about objects, relations, causality, space, time to a new medium – internal representation – a more highly organized structure. • Semiotic function develops. • Representational thought makes it possible to use words and other representative means.

  11. Theories • Egocentrism – continues to decrease. • Rigidity of thought – e.g. centration. • Beaker of water experiment. • Lack of reversibility. • Thinking starts to become less rigid.

  12. Theories • Semilogical reasoning. • Limited social cognition. • Concrete Operational Period (7-11) • Child uses mental operations which are applied to objects and events. • The child classifies them, orders them, reverses them.

  13. Theories • Formal Operational Period (11-15) • The ability to classify objects, order them, reverse them is taken a step further. • The child can take the results of these concrete operations and generate hypotheses. • Thought has become logical, abstract, and hypothetical.

  14. Theories • Scientist. • Problems used to test for formal operational thought. • Direct instruction in scientific thought not necessary. • Memory – memory is not a passive or static state but reflects and is dependent on the entire cognitive structure.

  15. Theories • Example, array of 10 sticks and ask them to order them according to size. • Developmental differences emerge. • Differences seen with: • 3 and 4 year olds • 5 and 6 year olds • 7 year olds.

  16. Theories • Cognitive structures change and that reorganizes memory. • Cognitive organization. • Cognitive adaptation. • Innate tendency to adapt to the environment. • Adaptation. • Accomodation. • Assimilation.

  17. Theories • Only moderately discrepant events or characteristics can be accomodated to; great leaps not possible. • Assimilation and accomodation in balance = equilibrium.

  18. Theories • Strengths of Piaget’s theory • Role of cognition recognized. • Changed the way we look at children. • Searched for modes of thinking underlying overt behavior. • Came up with norms of development. • New perspective for developmental psychologists. • Theory postulates an underlying continuity and organization to a range of seemingly unrelated behaviors.

  19. Theories • Strengths continued: • Children actively construct their knowledge. • Research sensitive to children’s strategies and plans. • Development follows a sequence that utilizes earlier forms. • Children inherently seek stimulation. • Children try to understand reality. • Cognitive development does not depend on our ability to use language.

  20. Theories • Weaknesses: • Lack of formal completeness. • Need for a theory of performance. • Only slight attention to the role of social and emotional development. • Methodological and stylistic inadequacies.

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