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Jean Piaget

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Breanna Hutchinson

on 18 February 2013

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Transcript of Jean Piaget

Jean Piaget's Theory of Cognitive Development Piaget's Second Stage: Egocentrism Preoperational Stage Piaget's Third Stage: Reversibility Concrete Operations Piaget's Fourth Stage: Manipulate ideas in head, abstract thinking Formal Operations Jean Piaget Assimilation Equilibration Disequilibrium Cognitive Development Accommodation Sensorimotor Preoperational Concrete Formal intellectual growth Schema mental road maps knowledge Theory Psychology logical thinking biological Infants Children Adults Experience Cognition Development Sequence Discovery Learning maturation Environment Thinking Reasoning interactions process Concepts stages object permanence egocentrism Abstract Ideas Self-
Regulation conservation Parent Child This is what a "dog" looks like Dog ( Initial Scheme) A child begins to develop an understanding of what a dog is from a picture book *Ears
*Four Legs
* Tail Dog Dog The child is actively constructing a "Scheme" about dogs The child experiences "Disequilibrium" The child "Assimilates" the information and returns to a state of "Equilibrium" The "Assimilation" process continues as the child expands her understanding of what a dog is by observing one in the park. * Ears
* Four Legs
* Tail Dog Dog The child experiences "disequilibrium." Her "scheme" about dogs does not include: barking, furry, or licking "Bark" "Bark" Dog:
* Ears
* Four Legs
*Tail Disequilibrium:
*Licks? Dog? While the child is in a state of "disequilibrium". she is actively constructing meaning and is building a "scheme" or adding information to existing scheme "accommodation". The child seeks reinforcement from her parent Dog The parent affirms and reinforces the new information. "Assimilation" is occurring. "Disequilibrium" resolved. "Scheme" is organized to incorporate new information *Fours Legs
*Licks Dog Dog Child return to a state of "equilibrium" Piaget theorized that cognitive development is about a child constructing a mental model of the world. Piaget's Four States of Cognitive Development ...and other important stuff Stages & Characteristics:
Sensorimotor-Moves from reflex actions to goal-directed activity
Preoperational -Has difficulty seeing another person's point of view
Concrete Operational-Understands reversibility
Formal Operational-Becomes a scientific thinker (2-7 years) (7-11 years) where would you put an extra eye if you were able to have one? (11-adults) 1. ) An example of assimilation is a child who has only seen brown horses seeing a white horse for the first time and... 2.) After a child calls a zebra 'horse,' an example of accommodation is when the child 3.) Examples of forming schemes include all of the following except Quiz a) not knowing what to call it
b) pointing out how it differs from other horses
c) correctly identifying it as a horse
d)calling it a zebra a) continues to call zebras 'horses
b) learns that while a zebra might be similar to horses, it's not the same
c)starts calling all animals 'zebras'
d) begins using 'horse' and 'zebra' interchangeably a) judging people based on gender
b) fearing dogs after getting bitten by one
c)expecting different football players to act alike
d) seeing each stranger as unique Any relation? David Letterman Sensorimotor Stage Piaget's First Stage: Object Permanence (Birth - 2 years) Lev Vygotsky's "Development precedes learning" "Learning precedes development" Theory of social Development Vygotsky theorized that cognitive development is about a child gaining knowledge by instruction and information from others. Scaffolding ZPD
Zone of Proximal
Development Process of providing
various types of support,
guidance, clues, or direction
during the course of an activity. Is the range of tasks that are
too difficult to master alone
but that can be learned with
guidance and assistance.
Student working independently
Zone of Proximal
Development Scaffolding Upper limit of ZPD
reachable for student
with assistance Unreachable for student
with or with assistance Unknown Self- Regulation Ability to think and solve
problems without the help of others. The Unknown Information the student
has not yet learned. Student can achieve
with assistance Self- Regulation Lev Vygotsky Scaffolding ZPD Zone of Proximal Development Unknown Social Assistance instruction guidance solve others ability problems help independently ====== ======== ****** * * * * Assimilation- using existing knowledge to understand a situation.
Accommodation- existing knowledge that doesn't work, need to change or add information to understand.
Disequilibrium- new information that doesn't fit into the existing knowledge. Piaget's Second Stage: Conservation (2-7 years) Preoperational Stage
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