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Neo-Piagetian Developmental Theories

Neo-Piagetian Developmental Theories. Dr. K. A. Korb University of Jos. Dr. K. A. Korb University of Jos. Robbie Case. Similar to Piaget Assumption that child development proceeds in stages Children develop more sophisticated mental structures in each stage Different from Piaget

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Neo-Piagetian Developmental Theories

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  1. Neo-Piagetian Developmental Theories Dr. K. A. Korb University of Jos

  2. Dr. K. A. Korb University of Jos Robbie Case • Similar to Piaget • Assumption that child development proceeds in stages • Children develop more sophisticated mental structures in each stage • Different from Piaget • Incorporation of elements of Information Processing Theory into the stages

  3. Dr. K. A. Korb University of Jos Methodology • Identical to Piaget • Primarily cross-sectional where children of multiple ages are given various cognitive tasks to determine their performance on the tasks • Error Analysis: Pattern of correct and incorrect answers determines the rule that is used to solve problems

  4. Dr. K. A. Korb University of Jos Robbie Case • Advancement to a new stage is the result of increased capacity in working memory • Increased efficiency by automatizing processes • Brain maturation increases working memory capacity • Each stage is represented by a different central conceptual structure • Central Conceptual Structures: Mental network of concepts used to represent and assign meaning to problems • A central conceptual structure is used to solve problems within a culturally defined domain

  5. Dr. K. A. Korb University of Jos Domains of Thought • Numerical: Counting and non-numerical representation • Social: Theories of mind and scripts of the sequence of events • False belief task • Spatial: Represent a 3D object on paper and represent the relative locations of objects

  6. Dr. K. A. Korb University of Jos Central Conceptual Structure:Number • Case’s stages • Predimensional: Two independent schemas of quantity • Non-numerical, Counting • Unidimensional: Merged schemas, but represent on one dimension • Bidimensional: Can compare two mental number lines together • Integrated Bidimensional: Generalize relationships to entire number system

  7. Dr. K. A. Korb University of Jos Kurt Fischer • Focus on cognitive variability and children’s performance within the socio-cultural context • Dynamic skill theory: Why and how variability in children’s cognitive performance occurs • A supportive social context is the most important factor to children’s cognitive and skill development • A child is most likely to be advanced in a skill if they are raised in an environment that supports the development and use of the skill • A child will be less advanced at a skill if they have little support or training • An individual child will show various levels of cognitive functioning across various domains depending on the opportunities for developing a specific skill in the social context

  8. Dr. K. A. Korb University of Jos Support Hi • Developmental Range • Optimal Level: Performance in a skill with adequate supports • Supports: Prompts, model, cooperation with someone more advanced • Functional Level: Highest skill level when functioning independently under low support • Unmeaningful: Performing in a setting without meaning, value, or support Optimal Level Functional Level Unmeaningful Lo Skill Lo Hi None

  9. Dr. K. A. Korb University of Jos Kurt Fischer • Child’s level of cognitive functioning has to do with the fit between a child and their environment • Because different children are raised in different settings that demand different skills, different children will likely follow different developmental pathways to the same skill

  10. Dr. K. A. Korb University of Jos Kurt Fischer • Skills develop through four tiers • Reflex: Innate actions that require stimulation to be performed • Sensorimotor: Smooth actions on observed objects • Representational: Symbolic meanings about concrete objects • Abstractions: Higher-order representations about intangible and generalized aspects of objects or events • However, Fischer cautions against focusing on stages • Under optimal conditions, people show jumps in performance that look like stages • Under low-support, children develop in a linear fashion

  11. Comparing Developmental Theories Dr. K. A. Korb University of Jos

  12. Dr. K. A. Korb University of Jos Critique of neo-Piagetians • neo-Piagetians enhance Piaget’s theory by: • Proposing processes to account for Piaget’s proposed developmental changes • Clarifying Piaget’s stages

  13. Dr. K. A. Korb University of Jos Implications for Instruction • The learning environment should support the stage where the learner is at • Interaction with peers fosters cognitive development • Provide strong educational support for students to develop their skills

  14. Dr. K. A. Korb University of Jos Revision • Explain the similarities and differences between Robbie Case and Piaget’s theories of cognitive development • Explain the similarities and differences between Kurt Fischer and Piaget’s theories of cognitive development • Explain how Robbie Case’s theory is similar to information processing theories • Explain how Kurt Fischer’s theory is similar to Vygotsky’s theory

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