Cognitive development -Piaget's theory of cognitive development Definition of developmentDefinition of development Factors influencing developmentFactors.

Cognitive development -Cognitive development -Piaget's theory of cognitive Piaget's theory of cognitive

development development • Definition of developmentDefinition of development• Factors influencing development Factors influencing development • Stages of development Stages of development • Rules of development Rules of development • four stages of development four stages of development

according to Piagetaccording to Piaget

Factors influencing Factors influencing developmentdevelopment

• Development is " orderly, durable Development is " orderly, durable changes in learners resulting changes in learners resulting from a from a combination of combination of experience, learning and experience, learning and maturation.maturation.

• Jean Piaget formed the Jean Piaget formed the beginnings of his theory by beginnings of his theory by observing his own three children.observing his own three children.

Factors influencing Factors influencing developmentdevelopment

• a. Experience with the physical world:a. Experience with the physical world:• Piaget says that concrete, real world Piaget says that concrete, real world

experience exerts a major influence on experience exerts a major influence on development. development.

• The hands-on activities often seen in The hands-on activities often seen in schools today are applications of schools today are applications of Piaget's emphasis on direct experience.Piaget's emphasis on direct experience.

• Using sticks and blocks helps children Using sticks and blocks helps children to understand abstract math concepts to understand abstract math concepts and operationsand operations

Factors influencing Factors influencing developmentdevelopment

• b. Social experience:b. Social experience:• Social experience is the process of Social experience is the process of

interacting with othersinteracting with others• It allows learners to test their It allows learners to test their

schemes against those of othersschemes against those of others• The recognition that social The recognition that social

interaction is essential for interaction is essential for development has strongly development has strongly influenced education and child influenced education and child rearing practicerearing practice

Stages of developmentStages of development

• Piaget's stages describe general Piaget's stages describe general patterns of thinking for children patterns of thinking for children at different ages and with at different ages and with different amounts of experience.different amounts of experience.

• Progress from one stage to an Progress from one stage to an other represents "qualitative" other represents "qualitative" changes in children's thinking. changes in children's thinking. That is, change in the kind of That is, change in the kind of thinking rather than the amount.thinking rather than the amount.

Rules of developmentRules of development• Children develop steadily and gradually.Children develop steadily and gradually.• Experiences in one stage form the Experiences in one stage form the

foundation for movement to the next.foundation for movement to the next.• The rate at which individual children pass The rate at which individual children pass

through stages differ widely, depending through stages differ widely, depending on maturation, experience and culture.on maturation, experience and culture.

• Although rates vary, all people pass Although rates vary, all people pass through each stage before progressing through each stage before progressing into a later one. That means older into a later one. That means older children and even adults will process children and even adults will process information in ways that are information in ways that are characteristic of young children if they characteristic of young children if they lack experience in an area.lack experience in an area.

Four stages of development according Four stages of development according to Piagetto Piaget

stage stage CharacteristicsCharacteristicsExample Example

Sensorimotor Sensorimotor (0-2) (0-2)

goal-directed goal-directed behavior behavior

Object permanence Object permanence (represents Objects (represents Objects in memory) in memory)

Makes jack-in-the-Makes jack-in-the-box jumps upbox jumps up

Searches for Searches for object behind object behind parent's back parent's back

PreoperationPreoperational (2-7)al (2-7)

Rapid increase in Rapid increase in language ability with language ability with overgeneralized overgeneralized language language

Symbolic thoughtSymbolic thought

Dominated by Dominated by perceptionperception

‘‘We goed to the We goed to the storestore’’

Points out car Points out car window and says window and says ““trucktruck””

Concludes that the Concludes that the water comes from water comes from a cartoon filma cartoon film

Four stages of development according Four stages of development according to Piaget- cont.to Piaget- cont.

stage stage CharacteristicsCharacteristicsExample Example

Concrete Concrete operational operational (7-11)(7-11)

Operates logically Operates logically with concrete with concrete materialsmaterials

Concludes that two Concludes that two objects on a objects on a ‘‘balancedbalanced’’ balance balance have the same mass have the same mass even though one is even though one is largerlarger

Four stages of development according Four stages of development according to Piaget- cont.to Piaget- cont.

stage stage CharacteristicsCharacteristicsExample Example

Formal Formal operational operational (11- Adult) (11- Adult)

Classifies and Classifies and serial orders serial orders

Solves abstract Solves abstract sand hypothetical sand hypothetical problemsproblems

Thinks Thinks combinatorially combinatorially

Orders containers Orders containers according to according to decreasing volumedecreasing volume

Considers outcome of Considers outcome of WWII if the battle of WWII if the battle of Britain had been lostBritain had been lost

Systematically Systematically determines how determines how many different many different sandwiches can be sandwiches can be made from three made from three different kinds of different kinds of meat, cheese, and meat, cheese, and breadbread

Sensorimotor stage (0-2 Sensorimotor stage (0-2 years)years)

• In this stage, children use their senses and In this stage, children use their senses and motor capacities to make sense of the world.motor capacities to make sense of the world.

• The schemes they develop are based on their The schemes they develop are based on their physical interactions with their environments physical interactions with their environments such as using eye-hand coordination to grab such as using eye-hand coordination to grab objects and bring them to their mouths.objects and bring them to their mouths.

• Early in the sensorimotor stage, children do not Early in the sensorimotor stage, children do not mentally represent objects (objects out of sight mentally represent objects (objects out of sight are out of mind).are out of mind).

• Later in the stage, they acquire object Later in the stage, they acquire object permanence (ability to represent objects in permanence (ability to represent objects in memory)memory)

• They also develop the ability to imitate (learn by They also develop the ability to imitate (learn by observing others)observing others)

Preoperational stage (2-7 Preoperational stage (2-7 years)years)

• Perception dominates children's thinkingPerception dominates children's thinking• The name comes from mental activity (a The name comes from mental activity (a

child who can classify different animals as child who can classify different animals as dogs, cats, for example, is performing a dogs, cats, for example, is performing a mental operation).mental operation).

• Enormous progress in language Enormous progress in language development (the ability to use symbols)development (the ability to use symbols)

• Learn huge number of concrete concepts Learn huge number of concrete concepts (horse, cat, etc,)(horse, cat, etc,)

• Other aspects that reflect perception Other aspects that reflect perception dominance includedominance include

Other aspects that reflect Other aspects that reflect perception dominanceperception dominance

• Egocentrism:Egocentrism: Inability to interpret an event from Inability to interpret an event from someone else's point of viewsomeone else's point of view

• Centration (centering): Centration (centering): Tendency to focus on the Tendency to focus on the most perceptually obvious aspect of the object or most perceptually obvious aspect of the object or event to the exclusion of all othersevent to the exclusion of all others

• Lack of Lack of transformation: transformation: Inability to mentally Inability to mentally trace the process of changing from one state to trace the process of changing from one state to anotheranother

• Lack of Lack of reversibilityreversibility: Inability to mentally trace a : Inability to mentally trace a line of reasoning back to its beginningline of reasoning back to its beginning

• Lack of Lack of systematic reasoningsystematic reasoning: lack of the process : lack of the process of using logical thought to reach a conclusionof using logical thought to reach a conclusion

• Lack of Lack of conservationconservation: Conservation refers to the : Conservation refers to the notion that "amount" of some substance stays the notion that "amount" of some substance stays the same regardless of its shape or the number of same regardless of its shape or the number of pieces into which it is dividedpieces into which it is divided

Concrete operational stage Concrete operational stage (7-11 years)(7-11 years)

• Concrete operational (7-11)Concrete operational (7-11)• It is characterized by the ability to It is characterized by the ability to

think logically about concrete objectsthink logically about concrete objects• Equal numbers in two rows the child Equal numbers in two rows the child

reasons as follows:reasons as follows:• The number of coins was initially the The number of coins was initially the

samesame• No coin was added or taken awayNo coin was added or taken away• Therefore, the number must still be the Therefore, the number must still be the

samesame

Concrete operational stage Concrete operational stage (7-11 years)- cont.(7-11 years)- cont.

• The child also develops seriation and The child also develops seriation and classification (both important to understand classification (both important to understand number conceptsnumber concepts

• Seriation is the ability to order objects Seriation is the ability to order objects according to increasing or decreasing length, according to increasing or decreasing length, weight, or volume (round age of 7-8 years)weight, or volume (round age of 7-8 years)

• Classification is the process of grouping Classification is the process of grouping objects on the basis of a common characteristicobjects on the basis of a common characteristic

• Before age of 5 children can make simple Before age of 5 children can make simple grouping ( put white squares together and grouping ( put white squares together and black squares together)black squares together)

• By age 7 they can form simple sub-classes By age 7 they can form simple sub-classes (white circles and black squares)(white circles and black squares)

Formal operational stage Formal operational stage (11-Adult)(11-Adult)

• Children think logically about Children think logically about hypothetical or even the impossiblehypothetical or even the impossible

• The child can examine abstract The child can examine abstract problems systematically and generalize problems systematically and generalize about the resultsabout the results

• So, the characteristics of this stage are So, the characteristics of this stage are that:that:

• Thinking abstractlyThinking abstractly• Thinking systematicallyThinking systematically• Thinking hypotheticallyThinking hypothetically

Worksheet Worksheet

• According to Piaget, progress from one According to Piaget, progress from one stage to an other represents "quantitative" stage to an other represents "quantitative" changes in children's thinkingchanges in children's thinking

• If adults lack experience in an area, they If adults lack experience in an area, they will process information in ways that are will process information in ways that are characteristic of young children (as stated characteristic of young children (as stated by Piaget).by Piaget).

• What is meant by object permanence?What is meant by object permanence?• What does conservation refer to?What does conservation refer to?• Name the characteristics of formal Name the characteristics of formal

thought.thought.