jean piaget power point pres tent at ion
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JEAN PIAGET; THEORY OF
COGNITIVE DEVELOPMENT
PSYCH 30; CHARLOTTE JIM, NIKEDA STONE, KAYLA FOX
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Theory of Cognitive DevelopmentJean Piaget theory of cognitive development involves changes in cognitive processes and
abilities. In Jean Piaget views, early cognitive development involves processes based uponactions and later progresses into changes in mental operations. Schemas, assimilation,
accommodation, and equilibration are Piaget key concepts into his genius theory of
cognitive development.
Schemas- A schemas describes both the mental and physical actions involved in
understanding and knowing.
Assimilation- The process of taking in new information into our previously existingschema’s is known as assimilation. The process is somewhat subjective, because we tend to
modify experience or information somewhat to fit in with our pre-existing beliefs.
Accommodation- Another part of adaptation involves changing or altering our existing
schemas in light of new information, a process known as accommodation. Accommodation
involves altering existing schemas, or ideas, as a result of new information or new
experiences. New schemas may also be developed during this process.
Equilibration- Piaget believed that all children try to strike a balance between assimilation
and accommodation, which is achieved through a mechanism Piaget called equilibration. As
children progress through the stages of cognitive development, it is important to maintain a
balance between applying previous knowledge (assimilation) and changing behavior to
account for new knowledge (accommodation). Equilibration helps explain how children are
able to move from one stage of thought into the next.
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THE FOUR STAGES OF PIAGET
COGNITIVE DEVELOPMENT
Stage one; SENSORIMOTOR STAGE (birth to approx. 2 years)
During the sensorimotor stage, an infant’s knowledge of the world is limited to
their sensory perceptions and motor activities. Children utilize skills and
abilities they were born with, such as looking, sucking, grasping, and listening,
to learn more about the environment. The development of object performance
is one of the most important accomplishments of the sensorimotor stage of development. Objects performance is a child’s understanding that objects
continue to exist even though they cannot be seen or heard.
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Sub stages of Sensorimotor stage•
Reflexes (0-1month):
During this sub-stage,the child understands
the environment purelythrough inborn reflexessuch as sucking andlooking.
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PRIMARY CIRCULAR
REACTIONS (1-4
MONTHS);
This substage involvescoordinating sensation and
new schemas. For
example, a child may such
his or her thumb by
accident and then laterintentionally repeat the
action. These actions are
repeated because the
infant finds them
pleasurable.
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SECONDARY CIRCULAR
REACTIONS(4-8 MONTHS)
During this sub-stage,the child becomes
more focused on the
world and begins to
intentionally repeat anaction in order to
trigger a response in
the environment. For
example, a child will
purposefully pick up a
toy in order to put it in
his or her mouth
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COORDINATION OF
REACTIONS(8-12
MONTHS)
During this sub-stage, thechild starts to show clearlyintentional actions. The childmay also combine schemas inorder to achieve a desiredeffect. Children beginexploring the environmentaround them and will oftenimitate the observed behaviorof others. The understandingof objects also begins duringthis time and children beginto recognize certain objects as
having specific qualities. Forexample, a child might realizethat a rattle will make a soundwhen shaken.
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TERTIARY CIRCULAR
REACTIONS(12-18
MONTHS)
Children begin aperiod of trial-and-
error experimentation
during the fifth sub-
stage. For example, achild may try out
different sounds or
actions as a way of
getting attention from
a caregiver
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EARLY REPRESENTATIONAL
THOUGHT (18-24)
Children begin todevelop symbols to
represent events orobjects in the world inthe final sensorimotor
sub-stage. During thistime, children begin to
move towardsunderstanding theworld through mental
operations rather thanpurely throughactions.
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STAGE 2;
PREOPERATIONAL
STAGE 2-7 YRS
For Example
Click here for video
During the preoperational stagechildren can mentally represent
events and objects, and engage
in symbolic play. Their thoughts
and communications are
typically egocentric.
Egocentrism, refers to a child’s
inability to see a situation from
another person’s point of view.
According to Piaget, an
egocentric child assumes that
other people see, hear, and feel
exactly the same as a child does.
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CONCRETE OPERATONAL STAGE
7 years to approx 11 years
Can think logically about objects and events Achieves conservation of number
(age 6), mass (age 7), and weight (age 9)
Classifies objects according to several features and can order them in series
along a single dimension such as size.
•
At this stage, children are able to see things from different points of view and toimagine events that occur outside their own lives. Some organized, logical thought
processes are now evident and they are able to:
• order objects by size, color gradient, etc.
• understand that if 3 + 4 = 7 then 7 - 4 = 3
• understand that a red square can belong to both the 'red' category and the 'square'
category
• understand that a short wide cup can hold the same amount of liquid as a tall thin
cup
• However, thinking still tends to be tied to concrete reality
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FORMAL OPERATIONAL STAGE
11 YEARS +• During this time, people develop
the ability to think about abstractconcepts. Skills such as logicalthought, deductive reasoning, andsystematic planning also emergeduring this stage
• There are 2 major characteristics
of formal operational thought.
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The first is 'hypothetic-deductive reasoning'.
When faced with a problem,adolescents come up with a
general theory of all possiblefactors that might affect theoutcome and deduce from it
specific hypothesis that mightoccur. They then systematically
treat these hypothesis to seewhich ones do in fact occur in
the real world. Thus,adolescent problem solvingbegins with possibility and
proceeds to reality.
The second important
characteristic of this stage is
that it is 'propositional' innature.
Adolescents can focus on
verbal assertions and evaluate
their logical validity withoutmaking reference to real-world
circumstances. In contrast,
concrete operational children
can evaluate the logic of
statements by considering
them against concrete
evidence only
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