Jean Piaget Cognitive Development, Slides of Psychology

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Development

al Theorists

and Theories

Intellectual Development

Jean Piaget

• (^) JEAN PIAGET was a swiss psychologist, biologist and educator
• (^) 1896-
• (^) Proponent of Cognitive Development Theory

• (^) Piagets stage theory describes the cognitive development of children,

cognitive development involves changes in cognitive process and

abilities – it involves a process based upon actions and later progress

to changes in mental operation

• (^) He was the first person to study children scientifically, through

real life observation and obsessive note taking

• (^) He discovered that ALL children’s intellectual development

progressed through four stages beginning in infancy and are all

completed by adolescence, thinking becomes more and more

complex as the child ages. Each thinking causes the child to see the

world in different way.

• (^) He indicated that a child must “master” one stage before they can

move onto next stage, if they cannot master a stage, they will never

reach their full potential

• (^) He also believed that intellectual development controls every other

aspect of development

• (^) Consciousness
• (^) Rational
• (^) Logical Thought
  • (^) Potential
  • (^) Skill
  • Intelligence Cognitive Cognitive Development
• (^) The growth of the Childs to think and reason
• It is the construction of thought process, including

remembering, problem solving and decision making

from childhood through adolescence

• (^) It is the Development of Memory
• (^) Refers to the mind and how it works, it involves how

children thinks

• (^) Awareness
• (^) Mental

Process

• (^) Intellect

Equilibration - Piaget believed that the people have the natural need to understand how the world works and to find order, structure and predictability in their life. Equilibration is achieving proper balance between assimilation and accommodation. When our experiences do not match our schemata (plural of schema) or cognitive structures, we experience cognitive disequilibrium. This means there is a discrepancy between what is perceived and what is understood. We then exert effort through assimilation and accommodation to establish equilibrium once more. Cognitive development involves a continuous effort to adapt to the environment in terms of assimilation and accommodation. In this sense, Piaget’s theory is similar in nature to other constructivist perspectives of learning like Bruner and Vygotsky.

Piaget’s Stages of Cognitive Development

• (^) reflexes of rooting and sucking in infancy,
• (^) learning to sick and wiggle fingers
• (^) repeating simple actions like shaking a rattle
• (^) taking interest in objects in the environment

. Preoperational Stage (2 – 7 years) Intelligence at this stage is intuitive in nature. Children develop an understanding through language and images - learn through their own actions, thoughts, and feelings. Knowledge is based on their own personal feelings, not reality. No logical thinking. They make use of mental representations and is able to pretend, closer to the use of symbols. Symbolic Function - The ability to represent objects and events. A symbol is a thing that represents something else. A drawing , a written word , or a spoken word comes to be understood as representing a real object. This is highlighted by the following:

Centration - This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.

• When Sharing a Pizza: When feeding the family with a large pizza, it’s important to make sure the kids have equal amounts. If one child has three slices and the other has two, even though those two slices are very big, that child will think their sibling has more. The most salient feature is number of slices, not total amount.
• Wanting the Longest Hot Dog: A child can choose either a long and skinny hot dog or a short and fat hot dog for dinner. They choose the long one because length is the most salient perceptual feature. Irreversibility - Pre-operational children still have the inability to reverse their thinking. They have no complex subject like science since their reasoning is limited Ex: They still didn’t know that ice can turn into water / water into ice

Animism - This is the tendency of children to attribute human like traits or characteristics to inanimate objects. Transductive reasoning - This refers to the preoperational child’s type of reasoning that is neither inductive nor deductive. Reasoning appears to be from particular to particular. Giving human like qualities to non-living objects (e.g. toys) Transductive reasoning is when a child connects two events or situations just because they happen one after the other, even if there's no real cause-and-effect relationship between them. It's like thinking that because you wore a red shirt on a lucky day, wearing that same red shirt will make every day lucky.

Reversibility - During the stage of concrete operations, the child can now follow that certain operations can be done in reverse.

Conservation - This is the ability to know certain properties of objects like number, mass, volume, or area do not change even if there is a change in appearance.

4. Formal operational Stage (13 - Adult) In this final stage, thinking becomes more logical. They can now solve abstract problems and can hypothesize. This stage is characterized by the following: Hypothetical Reasoning - This is the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make final decision or judgment. This can be done in the absence of concrete objects. The individuals can now deal with “what if” questions.

Analogical Reasoning - This is the ability to perceive the relationship in one instance and then use that relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem.