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| Jean Piaget's (1896-1980) Theory | Swiss developmental psychologist and philosopher known for his study of children using the epistemological approach (what knowledge is and how we acquire it). Also known as (GENETIC EPISTEMOLOGY) He is a pioneer in constructivism. |
| JP's Clinical Method | He would interview children looking for what he called "spontaneous conviction”, hence asking questions that children would not expect. |
| Prior to JP's Invstigations | *Children though of as less intelligent adults, hence possessing less knowledge. *Piaget proposed that children’s thinking was different from that of adults – therefore children thought qualitatively different than adults |
| Piaget's Thinking Regarding Children | Piaget theorized that children’s thinking undergoes a transformation. -From Egocentric to Social -When a child’s thinking is challenged they slowly make the change to more social ways of thought -thinking also undergoes a gradual progression from intuitive to scientific -move to more systematic and scientific ways of thinking about their world |
| Piaget and Schemas | Thought is organized into Schemas: Schemas are categorized by their meaning, therefore a child’s schema of “doggie” may consist of animal, four legs, furry, barks. |
| Piaget's Assimilation and Accomodation | Piaget felt that children are active learners and that they construct their intelligence by interacting with their environment. This is the CONSTRUCTIVIST THEORY and it is accomplished by: 1. Assimilation (same schema)-have a schema and integrate something into it. 2. Accommodation (change+create)-change scheme in face of environmental demands, can change existing scheme or create a new one. |
| Piaget's Process of Equilibration | *We are in a state of equilibrium when experiences can be assimilated *When assimilated we experience something that cannot be we are in a state of disequilibrium; mental discomfort. *In order to regain equilibrium, we must accommodate. SO, according to Piaget, learning happens through assimilation + accommodation. |
| Piaget's (4) Stages of Cognitive Development | 1. Sensorimotor: birth to 2 yrs old--Perception comes from motor production –movement, stemming from their five senses. Thinking and schemes stem from immediate perception and physical interactions. {Simple Reflexes- *BIRTH TO 1 MONTH*, Primary Circular Reactions-*1 TO 4 MONTHS*, Secondary Circular Reactions-*4 TO 8 MONTHS*, Coordination of Secondary Circular Reactions, *8 TO 12 MONTHS*} Tetriary Circulary Reactions, *12 TO 18 MONTHS* Internalization of Schemes, *18 MONTHS-2 YEARS* |
| Object Permanence | 1.Reflex Schema Stage (0-1month) ◦Babies learn how the body works but not aware of objects to know they have disappeared from sight◦Exhibit preference for faces 2. Primary Circular Reactions (1-4 months) ◦Babies notice objects & will follow movements. Will continue to look where an object last was seen but only momentarily 3. Secondary Circular Reactions (4-8 months)Babies will look for an object that is partly hidden thus they have an idea that they know that the object still exists even though it is partially hidden. If the object is hidden from view completely baby will not try to get it . 4. Coordination of Secondary Circular Reactions (8-12 months) Most important for the cognitive development of the child. Most primitive form of object permanence emerges, as the child is now able to retrieve an object when its concealment is observed. This stage is associated with the classic A-not-B error. 5. Tertiary Circular Reaction (12-18 months)◦means-end knowledge and can problem-solve. 6.Invention of New Means Through Mental Combination (18-24 month)full understanding of object |
| Classic A not B Error | An example of the A not B error would be a baby watching you place their favorite toy under the yellow blanket(“A”). The baby reaches and gets it from under the yellow blanket. Repeat this several times making sure to place the toy under the yellow blanket (“A”). Then, move the toy and hide it under the white blanket (“B”). When asked to reach for the toy, Baby will look under the yellow blanket(“A”) and not where they saw you hide it, the new hiding place the white blanket(“B”) , *The A not B error demonstrates a lack of, or incomplete understanding of object permanence. {Children of 12 months or older typically do not make this error.} |
| Preoperational (2-7 yrs old) | The Pre-operational (stagehttps://www.youtube.com/watch?v=7e-ZZvej8oY ) is divided into two substages: 1.The Symbolic Function Sub stage (EGOCENTRISM..*see Piaget's Mountain Task Test*)--Reliance on perception/not using logic cannot perform operations which are tasks you can do mentally not physically 2.The Intuitive Thought Sub stage-Animism, Artificialism, and Transductive Reasoning {In this stage children express difficulty with : multiple classification, centration , conservation*see Piaget's test for Conservation of Liquids* irreversibility, and transitivity } USE OF LANGUAGE: AT THIS STAGE has no real function and it is just a sign of the child’s cognitive development – Vygotsky will differ in his opinion. |
| Concrete Operational (7-11 or 12 years old)-BASIC LOGICAL PRINCIPLES EMERGE | ◦Concrete Operational children can reverse, classify, conserve, are no longer egocentric and reason using logic ◦Use inductive reasoning which means they can draw inferences from what they observe to make generalizations using concrete, observable means ◦Inability to deal with abstract,and contrary to fact ideas. |
| Formal Operational -Adolescence into Adulthood | -Formal Operational thinkers can reason in the abstract -Idealistic thinking -Scientific thinking -Optimsitic not Realistic Adolescent egocentrism takes two forms of social thinking: Imaginary Audience and Personal Fable Imaginary Audience: ◦feel as though their behavior or actions are the main focus of other people's attention. ◦In the Personal Fable, first named by Elkind (1967), adolescents believe that they are the focus of everyone else's attention and concern. |
| Criticisms of Piaget's Theory | ◦Piaget believed development was a universal process others disagree ◦His theory did not account for individual differences in development |
| Applying Piaget in the Classroom | -Children are active learners and hence will be actively involved in their own learning. -Focus on individual learning needs. -Development must precede learning |
| Stage-based Teaching and or Constructivist Teaching Practices | Preoperational- Use concrete props and visual aids such as illustrations and drawings to assist children’s understanding. *Because they are egocentric try to ground lessons in everyday life and their experiences and allow them to share from their own experiences. Concrete Operational ChildOperational-Keep lessons organized and easy to follow asking students do deal with small amounts of variables. Allow them to ponder open-ended questions that stimulate critical thinking (such as brain teasers). Formal OperationalGive students ample chances to explore hypothetical questions that involve world issues . Encourage students to explain their problem-solving and to justify their positions on a subject, being sure to allow for all students’ voices to be heard |
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