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Theory of Cognitive Domain: Piaget's

Sensorimotor Stage

From birth to age two.

In this stage, infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) with physical interactions with objects (such as grasping, sucking, and stepping).

Infants gain knowledge of the world from these physical actions they perform within it. They progress from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

The child learns that he/she is separate from the environment and that aspects of the environment continue to exist, even though they may be outside the reach of the child's senses.

According to Piaget, the development of object permanence is one of the most important accomplishments. Object permanence is a child’s understanding that objects continue to exist even though they cannot be seen or heard.

Concrete Operational Stage

This stage occurs between the ages of seven and 11 years, and is characterized by the appropriate use of logic. During this stage, a child's thought processes become more mature and "adult like".

They start solving problems in a more logical fashion. Abstract, hypothetical thinking has not yet developed, and children can only solve problems that apply to concrete events or objects.

Piaget determined that children are able to incorporate inductive reasoning. Inductive reasoning involves drawing inferences from observations in order to make a generalization.

Piaget and Learning

Two main states – equilibrium and disequilibrium

Believed that we are driven or motivated to learn

when we are in disequilibrium

We want to understand things

Equilibration: assimilation and accommodation

We adjust our ideas to make sense of reality.

Assimilation:

process of matching external reality to an existing cognitive structure.

Accommodation:

When there’s an inconsistency between the learner’s cognitive structure and the thing being learned the child will reorganize her thoughts.

Piaget’s Stages of Cognitive Development

Early Life

Piaget and Constructivism

A child’s capacity to understand certain concepts is based on the child’s developmental stage.

At just 10 years old, Piaget’s fascination with mollusks. When he was 11 and attending Neuchâtel Latin High School, Piaget wrote a short scientific paper on the albino sparrow. By the time he was a teen, his papers on mollusks were being widely published. Piaget’s readers were unaware of his age and considered him an expert on the topic.

After high school, Piaget went on to study zoology at the University of Neuchâtel, receiving his Ph.D. in the natural sciences in 1918.

In 1918, Piaget spent a semester studying psychology under Carl Jung and Paul Eugen Bleuler at the University of Zürich, where Piaget developed a deeper interest in psychoanalysis.

Formal Operational Stage

Best known for idea that individuals construct their understanding, that learning is a constructive process.

Active learning as opposed to simply absorbing info from a teacher, book, etc.

Jean Piaget

Approximately 15-20): Intelligence is demonstrated through the logical use of symbols related to abstract concepts.

During this time, people develop the ability to think about abstract concepts.

Piaget stated that "hypothetico-deductive reasoning" becomes important during the formal operational stage. This type of thinking involves hypothetical situations and is often required in science and mathematics.

Metacognition, the capacity for "thinking about thinking" that allows adolescents and adults to reason about their thought processes and monitor them.

Problem-solving is demonstrated when children use trial-and-error to solve problems. The ability to systematically solve a problem in a logical and methodical way emerges.

Piaget’s Four Stages

Believed that all children develop according to four stages based on how they see the world.

He thought the age may vary some, but that we all go through the stages in the same order.

Jean Piaget was born on August 9, 1896, in Neuchâtel, Switzerland. Over the course of his career in child psychology, he identified four stages of mental development, called “schema.” He also developed new fields of scientific study, including cognitive theory and developmental psychology. Piaget received the Erasmus Prize in 1972 and the Balzan Prize in 1978. He died on September 16, 1980, in Geneva, Switzerland.

Constructivism

Assumption that learning is an active process of construction rather than a passive assimilation of information or rote memorization.

Believed all learning is constructed, whether it is something we are taught or something we learn on our own.

Whether or not we are taught in a “constructivist” manner, Piaget believed we are constructing knowledge in all our learning.

Psychological Studies

Pre-Operational Stage

In 1920, working in collaboration with Théodore Simon at the Alfred Binet Laboratory in Paris, Piaget evaluated the results of standardized reasoning tests that Simon had designed.

The tests were meant to measure child intelligence and draw connections between a child’s age and the nature of his errors. For Piaget it raised new questions about the way that children learn. Piaget ultimately decided that the test was too rigid.

In a revised version, he allowed children to explain the logic of their "incorrect" answers. In reading the children’s explanations, he realized that children’s power of reasoning was not flawed after all.

In areas where children lacked life experience as a point of reference, they logically used their imagination to compensate. He additionally concluded that factual knowledge should not be equated with intelligence or understanding.

Starts when the child begins to learn to speak at age two and lasts up until the age of seven. Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. Children’s increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view.

Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others.

The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage.

The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them.

The intuitive thought substage is when children tend to propose the questions of "why?" and "how come?" This stage is when children want the knowledge of knowing everything

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