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PIAGET, VYGOTSKY & KOHLBERG : CONSTRUCTS & PERSPECTIVERS PRESENTED BY: Ms. GURKIRAT KAUR ASST. PROF. CHITKARA UNIVERSITY
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Jean piaget

Oct 31, 2014

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JEAN PIAGET THEORY OF INTELLECTUAL DEVELOPMENT
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Page 1: Jean piaget

PIAGET, VYGOTSKY & KOHLBERG : CONSTRUCTS

& PERSPECTIVERS

PRESENTED BY:Ms. GURKIRAT KAUR

ASST. PROF. CHITKARA UNIVERSITY

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Jean Piaget

1896-1980

Intellectual Development

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Jean Piaget was born in Neuchatel, Switzerland, on August 9, 1896.

He was the oldest child of Arthur Piaget, professor of medieval literature at the University, and of Rebecca Jackson.

In his early years, he studied about mollusks and he love sciences

Eventually, Piaget changed his study from mollusks to the study of philosophy.

Biography

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After high school, he attended the University of Neuchatel, where he eventually obtained his Doctorate in Science in 1918.

During university, he had two philosophical essays published, which were important to the general orientation of his thinking

He worked for a year at psychology labs in Zurich and at Bleuler’s famous psychiatric clinic.

After a semester at the University of Zurich where he developed an interest for psychoanalysis, he left Switzerland for France.

Biography Continued…

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In 1919, he taught psychology and philosophy at the Sorbonne in Paris. Here he did research intelligence testing.

In 1921, he became director of studies at the J.J. Rousseau Institute in Geneva.

In 1923, he married Valentine Chatenay and had three children, whose intellectual development from infancy to language as studied by Piaget.

He died in Geneva on September 16, 1980

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Schema/Scheme: A representation in the mind of a set of ideas or actions which go together

Assimilation: The process of taking in information into our previously existing schemas.

Accommodation: Involves altering existing ideas or schemas as a result of new information or new experiences.

Equilibration: A mechanism that assists children in achieving a balance between assimilation and accommodation

Piaget’s Key Concepts

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Piaget proposed that children’s thinking does not develop completely smoothly

Instead there are certain points at which it takes off and progresses into completely new areas and abilities.

In his view, early cognitive development involves processes based upon actions which later progress into changes in mental operations.

Central Tenets of Theory

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1. Each stage is a structured whole and in a state of equilibrium

The stages are qualitative within the structures and quantitative between structures

2. Each stage derives from the previous stage and incorporate and transform to prepare for the next

No going back

Characteristics of Piaget’s Stages

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3. The stages follow an invariant sequence. There is no skipping stages.

4. The stages are universal. Culture does not impact the stages. Children

everywhere go through the same stages no matter what their cultural background is.

Characteristics Continued

5. Each stage is a coming into being. There is a gradual

progression from stage to stage (Brainerd, 1978).

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Piaget’s theory is based on the idea that the developing child builds cognitive structures (networked concepts for understanding and responding to physical experiences within his or her environment)

Jean Piaget formulated four stages of intellectual-cognitive development and the process by which children progress through them.

During all development stages, the child experiences his or her environment using what ever mental maps he or she has consulted so far.

1.

2.

3.

4.

SENSORIMOTORSTAGE

PRE-OPERATIONAL

STAGE

CONCRETEOPERATIONAL

STAGE

FORMAL OPERATIONAL

STAGE

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Formal operational stage (Adolescence and adulthood):

Intelligence is demonstrated through the logical use of symbols related to abstract concepts (conceptual reasoning). Early in the period egocentric thought revisits.

Concrete operational stage (Elementary and early adolescence):

In this stage intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects.

Operational thinking develops and egocentric thought diminishes

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Sensory contact understanding. The child explores the world surrounding

them using it’s senses Initially sucking/grasping reflex and moving

onto reaching for objects out of reach.

Sensori-Motor Stage (0-2 years)

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Major development within this stage.

Initially the baby cannot understand a object exists out of sight.

As the baby reaches around 7/8 months a child will begin to understand the object/person still exists when out of sight.

Object permanence………

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Toddler can understand the use of symbols and language. This is an example of symbolic thinking. I.E pretend play.

Language is now understood.

Pre-Operational stage(2-7yrs old)

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Animism…child understands ‘bad table’, believes inanimate objects have feelings as they do.

Egocentricism…Can only see the world from their own point of view

All these developments take place in the Pre-Operational Stage.

Development of……..

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8

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• "Operation" - Forms of mental action through which older children solve problems and reason logically

• Key feature of stage is extensive representation

• Pre-op kids develop “theory of mind” (understanding of mental processes)

Preoperational Stage (2 to 7 years)

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Limits of preoperational stage

• Still very egocentric–Mountain task

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The children are now able to conserve, They understand that although the

appearance has changed the thing it self does not.

Concrete Operational Stage (7-11 years)

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=

What is CONSERVATION?

“the awareness that a quantity remains the same despite a change in its appearance”

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Most of previous characteristics discussed have now developed.

The child shows logical thinking and is able to work through abstract problems and use logic without the presence of concrete manipulation.

E.g. If Kelly is taller than John and John is taller than Pete who is the tallest? This is an example of inferential reasoning.

Formal Operational Stage (11- 16 years )

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Stages of Cognitive Development Continued

These stages form what Piaget called an invariant developmental sequence.

He believed that children progress through the stages in exactly the order in which they are listed.

They cannot skip any of these stages because each succeeding stage builds on the previous one and correspond to a more intricate way of thinking.

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Jean Piaget’s theories are imbedded into the school system in the sense that the curriculum is based on his stage theory.

The curriculum is designed to teach students at the first stage and progressively teach new learning to change the schemas in order to move students through each stage.

The teacher starts at the basics introducing a new sublet and once the knowledge of that subject is mastered, they would create a schema.

Applications of Theory in the Classroom

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Underestimated the importance of knowledge Gagne: Complex skills can be acquired easily once

simpler prerequisite skills have been learned. Development is based on LEARNING new skills - continuous not discontinuous.

Underestimated the ability of children . Tasks were methodologically flawed Underestimated the impact of CULTURE: Piaget’s tasks are culturally biased Schooling and literacy affect rates of development

This suggest that there were design flaws with Piagets original study.

Criticisms

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Demand characteristics:- the children may have wanted to please the experimenter therefore changing their behaviour.

Social setting:-Piaget ignored the effect of the social setting upon the child.The way adults use language and gestures.

Criticisms

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Strengths• Active rather than passive view of the child.

• Revealed important invariants in cognitive development.

• Errors informative.

• Perceptual-motor learning rather than language important for development.

• Tasks.

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In Summary…….• Piaget’s theory is wide-ranging and influential.

• Source of continued controversy.

• People continue to address many of the questions he raised, but using different methods and concepts.

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1. Jane has learned to feed herself with a spoon. When her mother gives her a fork, she immediately begins to feed herself. Jane has __________ the fork into her schema for utensilsa) accommodatedb)appropriatedc)assimilated

Questions:

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2. A schema is a...

a) Category of knowledge that allows us to interpret and understand the world.b)Process of taking in new information.c)Process of balancing old knowledge and new information.d)None of the above

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3. Jean Piaget was a _____________.

a) Child psychologistb)Developmental psychologistc)Biologistd) Genetic epistemologist

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4. The ability to think abstractly and systematically solve problems emerges during the ___________.a) concrete operational stageb)sensorimotor stage c) formal operational staged)preoperational stage