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PIAGETS STAGES OF DEVELOPMENT
Viewed development as a way of howpeople adapt to the world
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Cognitive Development
Piagets theory of cognitive development
assumes stage-like development
Information-processing approach assumes continuous development
focuses on basic mechanisms of cognition
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Each cognitive development is unique
Each persons environment puts specific
demands on that person
Thus, cognitive growth processess ofintellectual development by the specific kinds
of experiences have
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Maturation
refers to the physical development that
occurs over time and that directly impacts
the childs nervous system
Maturational readiness or biological
programming
Determining when a child would move to the
next stage
Culture and environment could accelerate or
retard growth
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Role of maturation is important- pyhysical
changes facilitate the progressivecomplexity of our mental structures
Experience is crucial major source ofdiscoveries that lead to the modification of
schemes
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Schema
Schemas can be related to one another,
sometimes in a hierarchy
Vary with age
We even remember and recall things viaschemas, using them to encode
memories.
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Schema
A schema is a mental structure we use to
organize and simplify our knowledge of the
world around us. We have schemas about
ourselves, other people, mechanicaldevices, food, and in fact almost
everything.
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Schemas affect what we notice, how we
interpret things and how we makedecisions and act. They act like filters,
accentuating and downplaying various
elements, classify things, forecast,
predicting what will happen.
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Schema
Become more self-aware, knowing your
own schemas and why they are useful for
you. When people try to change them, you
can then more rationally understandwhether your or their schemas are better.
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Adapatation the process of adjusting in
response to the environment by means ofassimilation and accomodation
To make sense of the new information orto solve the problems that confronts us
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Assimilation
- the first process use when confronted with
new experience
- incorporation of new information into
existing knowledge/schemes
Accommodation
- modifying ones existing knowledge to
adjust to new information
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Equilibrium a state of cognitve balance
between our understanding of the worldand our experiences
When our understanding can explain theevents we observe, the world makes
sense
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Disequilibrium
Veiw of the world did not match - whenthey cant, disequilibrium occurs,
If we remain in equilibrium, we have no
reason to change we are motivated to search for better
explanations, to change to make sense of
the new experience
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Number of elements work alongside
disequilibrium to motivate individuals tolearn emotions, maturatiton, experiences
and social interactions
Piaget stages of development cognitive
development unfolds as the child passess
through 4 distinct and qualitative differentstages
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Four Main Stages of
Cognitive Development Sensorimotor Stage (birth to approx. 2 years)
Preoperational Stage (approx. 2 years to 7 years)
Concrete Operational Stage (approx. 7 years to 12
years) Formal Operational Stage (approx. 12 years onwards)
Each new stage reflects a betterway of understanding
(not just more knowledge).
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Sensorimotor Stage
understanding of the cognitive worldthrough
sensationstouch,taste,sight,sound are
constantly in use physical movements and action
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object permanence
understanding that objects and events
continue to exist even when they cannot
directly be seen, heard, or touched
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Preoperational Stage (2-7)
ability to represent the world mentally
ability to think more symbolically
Gradually develop the use of languageE.g.
representation of objects in the world using
scribbled designs
prevalence of
pretend play
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Egocentrism
inability to distinguish ones own
perspective and someone elses
perspective
Views the world in the same they do
They are the centre of everything
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Egocentric dialogue
Lucy: My dad got a new car yesterday
Nick: This is the biggest tower you can build with
Lego
Lucy: Its not noisy like our old one
Nick: Im gonna get more Lego for my birthday
Lucy: You can have a ride in our car if you like
Nick: If I put this flag on top it will be a specialcastle
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Teacher: Why the sun was shinning
Child: Because it wants to
Teacher: Why does it want to
Child: Because I like to play outside
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Centration playing to only one aspect of
an object or situation
Conservation principle that some
characteristics of an object remain the
same despite changes in appearance
Reversibiliy the ability to perfom mental
operations and then reverse ones thinking
to return to the starting point
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Animism preoperational thinkers
attribute animistic (particularly, human)
characteristics to all objects.
They attribute life only to those bojects
that move spontaneously
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Animism
Kenn: Is water alive? Yes. Why?- It
moves.Is fire alive? Yes, it moves
Vel: Is the sun alive? Yes.- Why? It gives light. Is a candle alive? No. Why not? (Yes)
Because it gives light. It is alive when it is giving
light, but it isnt alive when it is not giving light.-Is
a bicycle alive?No, when it doesnt go it isnt
alive. When it goes it is alive
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Animism
Where do boats go at night?
to bed
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Conservation of number
A
B
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Which stick is longer?A
B
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A B A B
Are the clay balls the same?
Bigger?
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Conservation of Volume
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Grandpa, your cloud is the same as
the clouds outside in the sky
Grandpa, did you make the clouds
Outside?
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Transductive reasoning the child neither
inductively nor deductively A child sees the wind blowing leaves,
trees and paper. She might have arrived
at the conclusion that she will be blown
away, never to see again
Somehow illogical and sometimes
humourous conclusions are reached
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Concrete Operational Stage
(7-11)
children can:
manipulate internal representations of
reversible actions and objects
classify objects and events reason logically about concrete, specific
events and objects
children cannot: reason logically about abstract events
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Formal Operational Stage
(11 to adulthood)
ability to reason logically about abstract
ideas and events
Becomes more scientific in thinking
hypothetico-deductive reasoning
ability to formulate many alternative
hypotheses in dealing with a problem
and to check data and makeappropriate decisions
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Anological reasoning search for a
solutions to situations that similar to theone on hand
Deductive reasoning drawing
conclusions by applying rules or principles,
logically moving from a general rule or
principle to a specific solution
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Reflective abilities able to systematically
generate all possibilities solutions to aproblem
Develop concern about social issues
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Educational Implications
Listen closely to what children say and
probe their responses rather than
accepting them at face value
Observe children closely as they
participate in classroom activities in order
to gain insights into their thinking
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Be aware of possible limitations ofchildrens thinking at different ages
Be aware of individual differences amongstudents
Structure activities that are meaningful tostudents. Try to make links betweenexisting knowledge and new concepts.
Organise small-group collaborativelearning activities
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Play
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Play
Solitary Play Play that occurs alone
Parallel PlayPlay in which childrenengage in the same activity side by side
but with very little interaction
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Play
Associative Play Play that is much like
parallel play but with increased levels of
interaction in the form of sharing, turn-
taking and general interest in what othersare doing
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Play
Cooperative play occurs when children
join together to achieve a common goal,
such as building a large sand castle,
blocks
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Importance of play
Exercises their linguistic, cognitive and
social skills and contributes to their
general personality development
Creativity
Freely explore ways of thinking and acting