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Transcript of piaget :)
-Artificial Intelligence The influence of Piaget's ideas and thoeries in developmental psychology has been huge. He changed how people viewed the world of a child and how they studied children's development and had an enormous impact on education and developmental psychology Three major limitations -Jean Piaget was born August 9th, 1896 in Neuchatel, Switzerland.
-Piaget was the first-born child to Rebecca Jackson and Arthur Piaget. His father was a professor at the University of Neuchatel in the Francophone region of Switzerland; his educational interests revolved around the teachings of medieval literature. Due to his upbringing and his fascination with his mother’s personality, he developed an early interest in philosophy, zoology, and psychology. His first paper was published at the tender age of eleven years old based upon his sighting of an albino sparrow. -Before he graduated high school, he published many papers based on mollusks. Upon graduating high school at Neuchatel Latin High School, he decided to attend the University of Neuchatel and graduated with a Doctorate in Science in 1918. After graduating, he decided to study psychoanalysis at the University of Zurich. It was at the University of Zurich where Piaget began his fascination with children and their reasoning In 1923, Jean Piaget married Valentine Chatenay and had three children; Jacqueline, Lucienne, and Laurant. Having his own children further fascinated him with their development into adulthood. His career revolved around the question: how does knowledge grow? Amongst his career accomplishments are receiving the Presidential position with the Swiss Commission UNESCO, Swiss Society of Psychology, French Language Association of Scientific Psychology, and International Union of Scientific Psychology. He also received honorary doctorates from Harvard, Manchester, Cambridge, and Bristol. Paiget showed that, contrary to popular thought, bab ies do think before they learn to talk. Another major strength was that Piaget accounted for both the biological and the environmental factors when looking at the development of intelligence in children in each of his stages Age and Stages Research methods Stage Transition Most of his observations (and subjects) were his own children and those of his friends. He should have used a larger number of children in his studies. Also, all of the children he observed were of the same high SES, it would have been better if he used children of varied social class and background. Piaget believed that all children automatically moved from one stage to the next. Modern theorists believe that movement between the stages may be influenced by environment and mental ability and those factors may limit the child’s ability to fully develop through all of the stages. Piaget underestimated the ages at which children reach the next developmental stage. Studies have shown that universally, children progress through the stages, and reach the developmental milestones of the stage, at a much younger age than the ages established by Piaget. 1. Schemas 2. Processes that enable the transition from one stage to another
-accommodation 3.Stages of Development:
-formal operational Development of a Schema Animation created by Daurice Grossniklaus and Bob Rodes (03/2002) Stages of Development 0-2 2-7 7-11 11+ Formal Operational AGE Sensory Motor
-Focuses on object permanence. The child survives mostly on reflexes during infancy, and is extremely egocentric, meaning it only sees the world for himself.
-Later in the stage the child does begin to understand object permanence, when a child knows an object still exists even if it’s hidden
-blanket and ball study. Preoperational -Key feature is egocentrism; a child can recall objects and engage in symbolic play but can’t view the world from another person’s point of view.
-Animism- Child believes that objects have human feelings and intentions
-The study done to show this phenomenon was called “three mountains” Concrete Operational -highlights conservation.
-The thinking of the child is more logical and they can differentiate between some shapes and the actual content of the object
-Conservation: the ability to understand that redistributing material does not affect its mass, number or volume -Focuses on abstract reasoning, the most logical and creative way of thinking.
-In this stage an individual is capable of metacognition and to make guesses about situations they have not encountered
- inferential reasoning, which is the ability to think about things which the child has not actually experienced and to draw conclusions from its thinking Central Advisory Council for Education (1967). Children and their Primary Schools ('The Plowden Report'), London: HMSO.
Dasen, P. (1994). Culture and cognitive development from a Piagetian perspective. In W .J. Lonner & R.S. Malpass (Eds.), Psychology and Culture. Boston: Allyn and Bacon.
Keating, D. (1979). Adolescent thinking. In J. Adelson (Ed.), Handbook of adolescent psychology, pp. 211-246. New York: Wiley.
Piaget, J. (1932). The moral judgment of the child. London: Routledge & Kegan Paul.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
Piaget, J. (1945). Play, dreams and imitation in childhood. London: Heinemann.
Piaget, J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul.