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Piaget s Theory of Cognitive Development

citation. Huitt, W.,

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Piaget s Theory of Cognitive Development

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    1. Piaget’s Theory of Cognitive Development Classroom Presentation

    2. citation Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University

    3. Jean Piaget 1896-1980 Genetic epistemologist Two major principles are adaptation and organization Adaptation: assimilation and accommodation are a part of adaptation Organization: Adaptive mental structures: Schema

    4. Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational

    5. Sensorimotor In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbollic (language) abilities are developed at the end of this stage.

    6. Preoperational In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates

    7. Concrete Operational In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.

    8. Formal Operational In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

    11. What does this mean for teaching? Meaningful learning cannot occur if a child is able to accommodate or assimilate due to mental maturity. If the majority of your students are concrete learners, you must provide certain methods for learning to occur.

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