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Piaget
- 2. PPiiaaggeett ((11889966 -- 11998800)) Swiss Psychologist, worked for several decades on understanding childrens cognitive development Most widely known theory of cognitive development. Was intrigued by kids thoughts & behavior, & worked to understand their cognitive development
- 3. PPiiaaggeett:: BBaacckkggrroouunndd Young Piaget was incredibly precocious Published first paper at 10 Wrote on mollusks, based on these writings was asked to be curator of mollusks at a museum in Geneva (he declined in order to finish secondary school) Earned his doctorate in natural sciences at 21 Began to study psychology, applying intelligence tests to school children
- 4. Constructivism Assumption that learning is an active process of construction rather than a passive assimilation of information or rote memorization. Credited for founding constructivism Has had a large influence on American schools
- 5. Piaget and Constructivism Best known for idea that individuals construct their understanding, that learning is a constructive process Active learning as opposed to simply absorbing info from a teacher, book, etc. The child is seen as a little scientist constructing understandings of the world largely alone
- 6. ..PPiiaaggeett && CCoonnssttrruuccttiivviissmm believed all learning is constructed, whether it is something we are taught or something we learn on our own. Whether or not we are taught in a constructivist manner, Piaget believed we are constructing knowledge in all our learning.
- 7. Piaget & Learning Two main states eeqquuiilliibbrriiuumm & ddiisseeqquuiilliibbrriiuumm Believed that we are driven or motivated to learn when we are in disequilibrium We want to understand things
- 8. PPiiaaggeett && LLeeaarrnniinngg Equilibration: assimilation & accommodation We adjust our ideas to make sense of reality Assimilation: process of matching external reality to an existing cognitive structure. Accommodation: When theres an inconsistency between the learners cognitive structure & the thing being learned the child will reorganize her thoughts
- 10. CCoonnssttrruuccttiivviissmm,, LLeeaarrnniinngg,, && EEdduuccaattiioonn Not interested in applying his theory to school-based education, he called this The American question Constructivist educators create an environment which encourages children to construct their own knowledge. But according to Piaget, we construct our learning regardless of how it is presented.
- 11. Piagets SSttaaggeess ooff CCooggnniittiivvee DDeevveellooppmmeenntt A childs capacity to understand certain concepts is based on the childs developmental stage
- 12. PPiiaaggeettss FFoouurr SSttaaggeess Believed that all children develop according to four stages based on how they see the world. He thought the age may vary some, but that we all go through the stages in the same order. 1. Sensori-motor (birth 2 years) 2. Preoperational (~2-7) 3. Concrete operational (~7-11) 4. Formal operations (~12-15)
- 13. SSeennssoorriimmoottoorr SSttaaggee Birth to about 2 years, rapid change is seen throughout The child will: Explore the world through senses & motor activity Early on, baby cant tell difference between themselves & the environment If they cant see something then it doesnt exist Begin to understand cause & effect Can later follow something with their eyes
- 14. PPrreeooppeerraattiioonnaall SSttaaggee About 2 to about 7 Better speech communication Can imagine the future & reflect on the past Develop basic numerical abilities Still pretty egocentric, but learning to be able to delay gratification Cant understand conservation of matter Has difficulty distinguishing fantasy from reality (ex: cartoon characters are real people).
- 15. mmoorree pprreeooppeerraattiioonnaall Conservation of matter understanding that something doesnt change even though it looks different, shape is not related to quantity Ex: Are ten coins set in a long line more than ten coins in a pile? Ex: Is there less water if it is poured into a bigger container?
- 16. PPiiaaggeettss PPrree-- OOppeerraattiioonnaall SSttaaggee Inability to understand conservation of matter.
- 17. CCoonnccrreettee OOppeerraattiioonnaall SSttaaggee From about 7 to about 11 Abstract reasoning ability & ability to generalize from the concrete increases Understands conservation of matter
- 18. FFoorrmmaall OOppeerraattiioonnss From about 12 to about 15 Be able to think about hypothetical situations Form & test hypotheses Organize information Reason scientifically
- 19. PPiiaaggeettss DDeevveellooppmmeenntt Development happens from one stage to another through interaction with the environment. Changes from stage to stage may occur abruptly and kids will differ in how long they are in each stage. Cognitive development can only happen after genetically controlled biological growth occurs.
- 20. PPiiaaggeettss DDeevveellooppmmeenntt Development leads to learning Drive for development is internal The child can only learn certain things when she is at the right developmental stage Environmental factors can influence but not direct development Development will happen naturally through regular interaction with social environment
- 21. PPiiaaggeett && EEdduuccaattiioonn Piaget did not think it was possible to hurry along or skip stages through education Regardless, many American schools will try to teach to the stages in an attempt to accelerate development
- 22. PPrroobblleemmss wwiitthh PPiiaaggeettss TThheeoorryy Children often grasp ideas earlier than what Piaget found Cognitive development across domains is inconsistent (e.g. better at reading than math) Studies have shown that development can to some degree be accelerated