Piagets Theory of Cognitive Development In Children

1
Piagets Theory of Cognitive DevelopmentIn
Children

• Presentation By
• Miriam Anderson
• Peggy Belgrave
• Penny Lane
• Richard Michalek

2
Piagets Background

• Born August 9, 1896
• Died Sept. 16, 1980
• Birth Place
• Neuchatel, Switzerland
• Education
• Received PhD from University of Neuchatel
• Married in 1923 to Valentine Chatenay and bore 3
  children
• (Piaget, 1952)

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The Beginning

• Piaget was interested in the study of knowledge
  in children.
• He administered Binets IQ test in Paris and
  observed that childrens answers were
  qualitatively different.

• Piagets theory is based on the idea that the
  developing child builds cognitive structures
  (schemes used to understand and respond to
  physical environment).
• He believed the childs cognitive structure
  increased with development (Brainerd,1978).

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Genetic Epistemology

• Epistemology is the study of knowledge
• Genetic is development
• Definition of Genetic Epistemology
• Study of developmental changes in the process of
  knowing and in the organization of knowledge.

• Piaget wanted to know how children learned
  through their development in the study of
  knowledge.
• He was considered a structuralist
• Structuralism the relationship between the
  parts and the whole (Brainerd,1978 Piaget,
  1952).

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Methodology

• Clinical
• Interviews
• Interaction with the child
• Behavioral Observations
• Watched kids in their natural environment.
• Put down what represented his idea, he was biased
  (Brainerd, 1978).

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Characteristics of Piagets Stages

• Each stage is a structured whole and in a state
  of equilibrium
• The stages are qualitative within the structures
  and quantitative between structures
• Each stage derives from the previous stage and
  incorporate and transform to prepare for the next
• No going back

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Characteristics Continued

• 3. The stages follow an invariant sequence.
• There is no skipping stages.
• 4. The stages are universal.
• Culture does not impact the stages. Children
  everywhere go through the same stages no matter
  what their cultural background is.

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Characteristics Continued

• Each stage is a coming into being.
• There is a gradual progression from stage to
  stage (Brainerd, 1978).

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Stages of Development

• Piagets theory identifies four developmental
  stages and the processes by which children
  progress through them.
• The four stages are
• 1. Sensorimotor Stage (birth to 24 months)
• 2. Preoperational Stage (2-7 years old)
• 3. Concrete Operational Stage (7-11 years old)
• 4. Formal Operational Stage (11-15 years old)
• (Brainerd, 1978).

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Sensorimotor Stage

• In this period, intelligence is demonstrated
  through motor activity without the use of
  symbols.
• Knowledge of the world is limited (but
  developing) because it is based on physical
  interactions and experiences.
• Some symbolic abilities are developed at the end
  of this stage.

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6 Stages of Sensorimotor Stage

• 3. Secondary Circular Reaction (4-8 months)
• Focus is on the outside world
• 4. Coordination of Secondary Schema (8-12 months)
• Goal oriented behavior
• Apply ability to other things

• Modification of reflexes (0-1months)
• Strengthens and differentiates reflexes
• Primary Circular Reaction (1-4 months)
• Circular pattern of having a stimulus and
  responding
• Focus is on own body

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6 Stages Continued

• 5. Tertiary Circular Reaction (12-18 months)
• Active potential
• Explore objects potential
• 6. Invention of New Means through Mental
  Combinations (18-24 months)
• Child moves from overt to covert thoughts
• The child can use mental representation instead
  of physical objects (Piaget, 1952 Brainerd,
  1978).

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Preoperational Stage(2-7 years old)

• In this period, intelligence is demonstrated
  through the use of symbols.
• Language use matures.
• Memory and imagination are developed.
• Thinking is done in a non-logically
  nonreversible manner
• Ego centric thinking predominates

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Pre-Operational Stage Continued

• Semiotic Function
• Language develops
• Uses symbols to represent ideas
• Verbal and written language develops
• Egocentrism
• It is all about them
• They can not differentiate between themselves and
  the world

• Rigidity of Thought
• Centration focus on one aspect of an object
• Semi-logical Reasoning
• They get the general idea
• Limited social cognition

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Preoperational Stage Continued

• Morality of Constraint
• No bending of the rules
• Morality of Co-Operation
• They bend the rules a little bit

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Concrete Operational Stage (7-11 years)

• Operation internalized action part of organized
  structure.
• Mentally carried out actions
• Intelligence is demonstrated through logical and
  systematic manipulation of symbols related to
  concrete objects.
• Egocentric thought diminishes.
• Operational thinking develops.

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Concrete Operational Stage Contd

• Piagets Water Conservation Task
• Consist of two beakers of different sizes, one
  with water
• Demonstrates the following
• Reversibility-pour water in beaker of different
  size and realize that it is still the same amount.

• Compensation- even though one beaker is taller
  than the other, water is higher because the glass
  is thinner
• Addition and subtraction
• Starts out with liquid, then mass, then space

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Formal Operational Stage (11-15 years old)

• Intelligence is demonstrated through the logical
  use of symbols related to abstract concepts.
• There could be a return to egocentric thought
  early in the period.
• Many people do not think formally during
  adulthood.
• Many people do not make it to this stage.

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Formal Operations Continued

• Children formulate hypothesis by taking concrete
  operations and generate hypothesis about logical
  relations
• Pendulum Swing
• The process is more important than the solution
  (Piaget, 1952 Brainerd, 1978).

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Cognitive Equilibrium

• Balance between organization and adaptation
• Always organized can lead to little or no growth
• Always adapting can lead to little or no
  knowledge (Piaget, 1952 Brainerd, 1978).

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Cognitive Adaptation

• Allows the child to erect more and more cognitive
  structures through either
• Assimilation fit reality into current cognitive
  organization
• Accommodation adjust cognitive organization to
  fit reality (Piaget, 1952 Brainerd, 1978).

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How Piagets Theory Impacts Learning

• Curriculum Educators must plan a developmentally
  appropriate curriculum that enhances their
  students logical and conceptual growth.
• Instruction Teachers must emphasize the critical
  role that experiences, or interactions with the
  surrounding environment play in student learning
  (Bybee Sund, 1982).

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References

• Brainerd, C. (1978). Piagets theory of
  intelligence. Englewood Cliffs Prentice Hall.
• Bybee, R. Sund, R. (1982). Piaget for
  educators (2nd Ed.). Columbus, OH Charles
  Merrill.
• Piaget, J. (1952). Autobiography. In E. Boring
  (ed) history of psychology in autobiography (4).
  Worcester, MA Clark University Press.