Click to edit Master subtitle style COGNITIVE THEORY OF DEVELOPMENT JEAN PIAGET
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COGNITIVE THEORY OF
DEVELOPMENTJEAN PIAGET
BIOGRAPHY
Jean Piaget
Born in Neuchâtel in the French-speaking part of Switzerland.
Natural scientist and developmental psychologist well known for his work studying children and his theory of cognitive development.
(August 9, 1896 – September 16,
1980)
His career of scientific research began when he was just eleven, with the 1907 publication of a short paper on the albino sparrow.
Wrote more than sixty books and several hundred articles.
Jean Piaget (August 9, 1896 – September 16,
1980)
In 1923, he married Valentine Châtenay, the couple had three children, whom Piaget studied from infancy.
Began to explore children in Alfred’s Binet Laboratory. This is where the Modern Test of Intelligence was created.
In 1923, he married Valentine Châtenay, the couple had three children, whom Piaget studied from infancy. Began to explore children in Alfred’s Binet Laboratory. This is where the Modern Test of Intelligence was created.
(August 9, 1896 – September 16,
1980)
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TH
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Piaget proposed the theory of childhood cognitive development in 1969.
Cognitive Development is the combine result between the maturity of the brain and nervous system with the environment adjustments.
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OF C
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Studied intellectual development. He found that from the moment of
birth, children acted upon, transformed their environment, and were shaped by the consequences of their actions.
PR
INC
IPLES
OF C
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EN
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PR
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IPLES
OF
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ORGANIZATION• is the tendency to create systems that
bring together all of a person’s knowledge of the environment.
• development progresses from simple organizational structures to more complex ones
PR
INC
IPLES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
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ADAPTATION how a person deals with new
information. it occurs through the process of
assimilating new information and accommodating it.
PR
INC
IPLES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
T
SCHEMA Interactions with the environment to
organize patterns of thought, which they used to interpret or make sense of their experience.
e.g. young children who believe that sun is alive because it mo0ves are operating on the schema that moving things are alive.
PR
INC
IPLES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
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ASSIMILATION Interpreting new information in
terms of existing information. e.g. as children develop, they may
regard other moving objects(animals, wind-up toy) as alive as well.
PR
INC
IPLES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
T
ACCOMODATION Understanding of differences
between non-living and living object. Revising, readjusting or realigning
existing schema to accept new information
e.g. trees do not move but yet hey are alive.
PR
INC
IPLES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
T
EQUILIBRIUM the tendency to strive for a state of
mental balance (equilibrium) both between a person and the outside world and among the cognitive elements within a person.
Combination of assimilation and accommodation; harmonious relationships between thought processes and environment.
STA
GES
OF C
OG
NIT
IVE
DEV
ELO
PM
EN
T
SEN
SO
RIO
MO
TO
R
STA
GE
(0-2
YEA
RS
OLD
)
SEN
SO
RIO
MO
TO
R
STA
GE
Infant changes from a being who responds primarily through reflexes to one who can organize activities in relation to the environment.
Uses sensory and motor abilities to comprehend world.
(0-2
YEA
RS
OLD
)
SEN
SO
RIO
MO
TO
R
STA
GE
REFLEXIVE STAGE• This period is marked by the use of innate
and predictable survival reflexes.• No coordination from their senses, do not
grasp an object they are looking at.NO OBJECT PERMANENCE• the realization that an object or person
continues to exist even when out of sight.
(0-1
MO
NTH
)S
UB
STA
GE 1
SEN
SO
RIO
MO
TO
R
STA
GE
PRIMARY CIRCULAR REACTIONS Marked by stereotyped repetition and
the infant’s focus on his own body as the center of interest.(e.g. infant discovers own body parts)
FOCUS: Infant’s body Hand-mouth and ear-eye coordination
develop.
(1-4
MO
NTH
S)
SU
BS
TA
GE 2
SEN
SO
RIO
MO
TO
R
STA
GE
Development of primary circular reaction to acquired adaptation then
finally organization. Enjoyable activity for this period: a
rattle or a tape of parent’s voice. NO object permanence.
(1-4
MO
NTH
S)
SU
BS
TA
GE 2
SEN
SO
RIO
MO
TO
R
STA
GE
SECONDARY CIRCULAR REACTIONS Infants learns to initiate, recognize and
repeat pleasurable experiences from environment.
Coincides with new interest to manipulate objects in the environment.
Memory traces are present; infant’s anticipates familiar events.
(4-8
MO
NTH
S)
SU
BS
TA
GE 3
SEN
SO
RIO
MO
TO
R
STA
GE
Actions intentional but not initially goal-directed.
Begin to show partial object permanence.
Good toy for this period: mirror Good game: peek-a-boo
(4-8
MO
NTH
S)
SU
BS
TA
GE 3
SEN
SO
RIO
MO
TO
R
STA
GE
COORDINATION OF SECONDARY SCHEMES Behavior is more deliberate and purposeful
as infant’s coordinate previously learned schemes (e.g. looking and grasping a rattle) and use previously learned behaviors to attain their goals (e.g. crawling across the room to get desired toy).
Can anticipate events.
(8-1
2 M
ON
TH
S)
SU
BS
TA
GE 4
SEN
SO
RIO
MO
TO
R
STA
GE
Begin to develop object permanence. (first hiding place even being moved).
Recognize shapes and sizes of familiar objects.
Good toy: nesting toys (colored boxes)
(8-1
2 M
ON
TH
S)
SU
BS
TA
GE 4
SEN
SO
RIO
MO
TO
R
STA
GE
TERTIARY CIRCULAR REACTIONS Infants show curiosity as they
purposely vary their actions to see results.
Child is able to experiment to discover new properties of objects and events.
(12
-18
MO
NTH
S)
SU
BS
TA
GE 5
SEN
SO
RIO
MO
TO
R
STA
GE
Try new activities and use trial and error in solving problems.
Object permanence developed further. (Follow series of displacements and look in last place rather than first.)
Good game: throw and retrieve
(12
-18
MO
NTH
S)
SU
BS
TA
GE 5
SEN
SO
RIO
MO
TO
R
STA
GE
MENTAL COMBINATIONS Toddler have developed a primitive
symbol system (language) to represent events. (Symbolic thought)
Basic understanding of cause and effect. No longer confined to trial and error. Develops of insight.
(18
-24
MO
NTH
S)
SU
BS
TA
GE 6
SEN
SO
RIO
MO
TO
R
STA
GE
Object permanence fully developed. Good toys: blocks, colored plastic rings
(18
-24
MO
NTH
S)
SU
BS
TA
GE 6
PR
EO
PER
ATIO
NA
L P
HA
SE
(2-7
YEA
RS
OLD
)
PR
EO
PER
ATIO
NA
L
PH
AS
E
Child develops a representational system and uses symbols such as words to represent people, places and events.
Comprehend simple abstractions but thinking is basically concrete and literal.
(2-7
YEA
RS
OLD
)
PR
EO
PER
ATIO
NA
L
PH
AS
E
SYMBOLIC FUNCTION is the ability to learn by using symbols.SYMBOL is a mental representation to which
consciously or unconsciously, a person has attached meaning.
(2-7
YEA
RS
OLD
)
PR
EO
PER
ATIO
NA
L
PH
AS
E
The child forms concepts that are less complete and logical than adult concepts.
CENTRATION: conservation of matter(height & weight), reversibility and animism (confuse reality and fantasy).
(2-4
YEA
RS
O
LD
)P
REC
ON
CEP
TU
AL
PH
AS
E
PR
EO
PER
ATIO
NA
L
PH
AS
E
The child makes simple classifications ( to form design or figure).
The child associates on event with a simultaneous one (TRANSDUCTIVE REASONING).
The child exhibits egocentric thinking. Good toys: items that require
imagination such as modeling clay.
(2-4
YEA
RS
O
LD
)P
REC
ON
CEP
TU
AL
PH
AS
E
PR
EO
PER
ATIO
NA
L
PH
AS
E
The child becomes capable of classifying, quantifying, and relating objects but remains unaware of the principles behind these operations.
The child exhibits intuitive thought process. The child is EGOCENTRIC. The child uses many words appropriately but
lacks real knowledge of their meaning.
(4-7
YEA
RS
O
LD
)IN
TU
ITIV
E
PH
AS
E
CO
NC
RETE
OP
ER
ATIO
NA
L(7
-12
YEA
RS
O
LD
)
CO
NC
RETE
OP
ER
ATIO
NA
L
Marked by inductive reasoning, logical operations and reversible concrete thought.
Uses memory to learn broad concept and subgroup of concepts.(Fruit and apple)
Classifies according to attributes such as color and SERIATION.
(7-1
2 Y
EA
RS
O
LD
)
CO
NC
RETE
OP
ER
ATIO
NA
L
Understands reversibility, conservation of matter.
Transition from egocentric to objective thinking.
Typical activities: collecting and sorting objects, ordering items according to size, shape, weight and other criteria.
(7-1
2 Y
EA
RS
O
LD
)
FO
RM
AL O
PER
ATIO
NA
L(1
2-
AD
ULTH
OO
D)
Develops abstract reasoning which include inductive and deductive reasoning, the ability to connect separate events and the ability to understand later consequences.
Adolescent thinks beyond the present and delights in “that which is not.”
FO
RM
AL O
PER
ATIO
NA
L(1
2-
AD
ULTH
OO
D)
Idealism (perfect word) Egocentism (“Everyone is watching
me and concerned about me.”) (Personal fable)
FO
RM
AL O
PER
ATIO
NA
L(1
2-A
DU
LTH
OO
D)
His theory has major influence on cognitive theory.
It has brought focus on mental processes and their role in behavior.
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TEV
ALU
ATIO
N
It has influenced caregivers and teachers to understand the stages of development.
It has raised questions and projects related to learning in educational settings.
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TEV
ALU
ATIO
N
Emphasizes the importance of communication and interaction with children according to their ages.
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
INFANTS (SENSORIMOTOR)
Provide toys, mobiles and bright pictures to engage infants
Maintain a safe environment.
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
PRESCHOOLER (PREOPERATIONAL)
Carefully explain experiences related to illness
Reassure that they are not responsible for illness
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
SCHOOLAGE (CONCRETE OPERATIONS)
Be knowledgeable of child’s capability of mature thought and need to manipulate or see objects to understand and to provide important details
Allow children to manipulate at least see the equipment used in treatments.
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
ADOLESCENTS (FORMAL OPERATIONS)
Assess their learning needs Provide complete and clearly
understood information Re-educate or clarify to help them
learn more about their disease and its care
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
Acknowledge that some may not have developed mature abstract thought and provide information at a more concrete or individualized level
CO
GN
ITIV
E T
HEO
RY
OF
DEV
ELO
PM
EN
TA
PP
LIC
ATIO
N
Young children can solve conservation problem with different methods
Infants gain aspect of object permanence earlier than Piaget had predicted
Depending on schooling and methods of teaching, children can move through the stages faster than he predicted
STR
EN
GTH
SLIM
ITA
TIO
NS
Plays little attention to emotions and motivation on learning .
Underestimates the adult interactions and does not fully explain the progress from one stage to another
Neither acknowledge that people may advance to a certain cognitive level nor the idea that some people never reach the higher stages of abstract thought.
STR
EN
GTH
SLIM
ITA
TIO
NS
?
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