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12 Years Old and up

Jean Piaget's Developmental Theory

1896-1980

He helped define basic categories of thinking.

Epistemology

He kept detailed notes in a diary

He Charted their development

He studied his own children and children of his friends.

Piaget wanted to know how children learned and how they thought

The the theory of knowledge, especially with regard to its methods, validity, and scope. Epistemology is the investigation of what distinguishes justified belief from opinion.

"Genetic Epistemology"

Piaget's theory of

Cognitive Development and Epistemology view are together called,

"Genetic Epistemology"

The study of the origins of knowledge-

Established by Piaget

  • Swiss Developmental Psychologist

  • Education and Career

Educated at the University of Neuchâtel, and studied briefly at the University of Zürich

After Graduation he moved to Paris and taught at the Grange-Aux-Belles Street School for Boys.

Piaget helped

mark the tests and translate English questions into French

The School was

run by Alfred Binet

The developer of the

Binet Intelligence test.

He believed the incorrect answers were indicators that children learn differently than adults or even older children

6/7 - 11 Years Old

Three Basic Components

Building Blocks of knowledge

Can happen before birth

Innate Reflexes

  • Sucking
  • Grasping
  • Rooting

it creates a mental filing cabinet

of the world around the individual.

When there are specific stimuli the schema will tell the individual how to react.

Piaget's Definition

A cohesive repeatable action

sequence possessing component actions that are tightly interconnected and governed by a core meaning.

There are units of knowledge that relate to different aspects of the world.

  • Objects
  • Actions
  • Abstract Concepts

2-6/7 Years Old

Schema

Adaptation

Stages of Development

Uses existing schema to evaluate a new object or problem.

Accommodates when an existing schema does not work and needs to adapt.

  • Assimilation
  • Accommodation
  • Equilibrium
  • Disequilibrium

Can deal with

new information through

assimilation

Basically

Equilibrium

Assimilation is occurring

Disequilibrium

Accommodation occurring

This is when accommodation takes place

Children do not like to feel unpleasant or at a state of disequilibrium.

They will look to restore balance, or Equilibrium.

When new information does not fit the existing schema there is disequilibrium.

There are four

processes that enable an individual to adapt and change from one stage to the next.

0-2 Years Old

Concrete Operations

Concrete operational children recognize that certain physical characteristics of objects remain the same even when their outward appearance changes.

After spilling 10 pennies stacked on her desk, Lizzie bent down to search for them. "I know there has to be ten," she said to herself, "because that's how many I put in that little pile on my desk yesterday."

After getting two glasses of lemonade from the kitchen, one for her brother and one for herself, Lizzie remarked, "Don't worry, I gave you just as much. My glass is tall but thin. "Yours is short but wide."

Concrete operational children coordinate several important features of a task rather than centering on only the perceptually dominant one.

Concrete operational children can think through the steps in a problem and then go backward, returning to the starting point.

Lizzie understands that addition and subtraction are reversible operations. In other words, when you add 7 plus 8 to get 15, then this tells you that 15 minus 8 must be 7.

Six Substages

of the Sensorimotor Stage

Lizzie discussed how to display her rock collection with her friend Marina. Marina suggested, "You could divide them up by color. Or, you could use shape and color."

Concrete operational children can flexibly group and regroup objects into hierarchies of classes and subclasses.

A child begins to have adult like moral reasoning.

Good vs. Bad.

Preoperational Stage

  • Conservation
  • Decentration
  • Reversibility
  • Hierarchical Classification
  • Seriation
  • Transitive inference
  • Spatial operations
  • Horizontal decalage

Concrete Operational

Formal Operational

Concrete operational children are guided by an overall plan when arranging items in a series.

Lizzie decided to arrange her rocks by size. She quickly lined up all 20 rocks in a row, selecting the smallest and then the next smallest from the pile, until the arrangement was complete.

Sensorimotor Stage

"I saw Tina's new lunch box, and it's bigger than mine," Marina said while eating her sandwich with Lizzie one day. "Well, it must be bigger than mine too, because look - my box isn't even as big as yours," said Lizzie.

Concrete operational children can seriate mentally. After comparing A with B and B with C, they can infer the relationship between A and C.

1st month of life

innated reflexes formed from

neonatal schema

Sucking

Grasping

Roooting

Children are egocentric.

They start using their imagination.

At around 2 they start to talk.

Language is very symbolic

This is a major point in the cognitive development of any human.

This is the beginning of logical and mental

operations.

Thinking is more organized.

Inferential Thinking

A child can draw conclusions from situations that the child has not experienced.

Starts to have abstract thought

Children at this age do not comprehend Object Permenence.

Key Features of the

Preoperational Stage

  • Centration
  • EgoCentrism
  • Play
  • Symbolic Representation

A child can only comprehend one situation at a time.

  • Social and non-social

1-4 months old

Repeat nonreflixive but pleasurable actions

sucking thumb

wiggling fingers

kicking legs

Concrete operational children conserve distance; understand the relations among distance, time, and speed; and create organized cognitive maps of familiar environments.

Lizzie realizes that a truck blocking the sidewalk does not change the distance to the end of her street. She also knows that if she runs faster than Marina for the same amount of time, she will travel farther. In addition, she can draw a map that depicts the route from her house to Marina's house with major landmarks along the way.

Sensory

Gather information from their senses

Touches everything

Motor

Very active. Finding new ways their body moves.

4-8 Months of age

Infants begin to repeat pleasurable actions that start to include objects.

Shaking a rattle

A child assumes that everyone else shares the same exact perspective as they do.

When an object is out of sight

the infant thinks the object does not exist.

1. Reflex

2. Primary Circular reactions

3. Secondary Circular Reations

4. Co-ordinating Secondary

Circular Reactions

5. Tertiary Circular Reactions

6. Symbolic Thought

8-12 Months of age

Infants use their knowledge to complete a task

The infant will not only shake the rattle but will go through obstacles to get to it, and shake it.

Logical concepts are mastered gradually over the course of middle childhood.

Conservation of number and liquid are mastered before conservation of area and weight.

The child will play in the same room

as other children but will not interact

with others.

They lack the knowledge of

social and language rules.

PIaget believed that

cognitive development

promotes language.

Language reflects what

the child all ready knows and does not add to their knowledge.

Symbolic Play

Animism

Children start to give human feeling to inanimate objects.

Four Stages

Artificialism

Children believe that certain

aspects of the environment are

created by humans

Clouds

Rivers

4-5 yrs. most everything is alive and has purpose

5-7 yrs. most objects that move have purpose

7-9 yrs. most objects that move spontaniously are alive

9-12 yrs only plants and animals are alive

Language is the most

important form of symbolism at this

stage

Children start to realize social

rules and learn from their cognitions

about people and objects

They start to pretend.

A child has the ability to make a word or an

object represent something else.

Irreversability

Children at this stage do not understand that actions can be reversed.

ex. If a child sees a ball of play dough flattened they will not understand that it can be reformed .

12-18 months of age

Infants will Intentionally adapt to

specific situations

Stacking bricks back up

after knocking them down

Placing toy cars in a row

A child will reason with consequences before their actions.

Most fundamental

acheivement in the Sensorimotor Stage

It is the stepping stone

into the next stage.

(Preoperational)

18-24 Months of Age

Infants can form mental represtentations of objects.

  • Object permenence

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