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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
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
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.
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.
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
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
A child can only comprehend one situation at a time.
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.