Jean Piaget's Theory

Piaget’s Theory

-the first cognitive theory developed by Jean Piaget’s beginning.

Piaget’s Assumptions About Children

·         Children construct their own knowledge in response to their experiences.

·         Children Construct learn many things on their own without the intervention of older children adults.

·         Children are intrinsically motivated to learn and do not need rewards from adults to motivate learning.

Nature vs.  Nurture

·         Nature vs. Nurture interact to produce cognitive development.

·         Nature- maturation of brain and body; ability to perceive learn act; motivation.

·         Nurture- adaptation: children respond to the demands of the environment in ways that meet their own goals.

·         Organization- children integrate particular observation into a body of coherent knowledge.

Continuous vs. discontinuous

·         Source of continuity

·         Assimilation-people translate in coming info in a form they can understand.

·         Accommodation-People adopt current knowledge structure in response to new experience.

·         Brief transition-transition to a higher stages of thinking are not necessarily continuous.

·         Invariant sequence-The sequence of stages are stable for all people through all time.

Piaget’s stages

·         Sensorimotor stage (birth to 2 yrs.)-knowledge develops through sensory and motor abilities.

·         Preoperational stage (2 to 7 yrs.)-Knowledge is represented by language mental imagery and symbolic thought.

·         Concrete operational stage (7 to 12)-Children can reason logically about concrete objects and events.

·         Formal operational stage(12 yrs. To up)-Children can think deeply about concrete events and can reason abstractly and hypothically.

Piaget’s Sensorimotor

·         Substage 1(birth to 1 month)-Building knowledge through reflexes (grasping, sucking)

·         Substage 2(1 to 4 months)-reflexes are organized into larger, integrated behaviors(grasping or rattle and bringing it to month to suck.

·         Substage 2(4 to 8 months)-repetition of function on the environment that brings out pleasing or interesting results.

·         Substage 4(8 to 12 months) – mentally representing objects when objects can no longer be seen, thus achieving object permarene.

·         Substage 5(12 to 18 months)- actively and avidly exploring the possible uses to which object can be put.

·         Susbtage 6(18 to months)-able to form enduring mental representations as demonstrated by “deferred limitation” the repetition of others “behaviors, minutes, or day after it has occurred.

Preoperational stage

·         Symbolic representation- the use of one object to stand for another.

·         Ecocentricsm-looking at the world only from one’s own point of view.

·         Centration-Focusing on one dimension of objects or event and on static states rather than transportation.

Concrete Operation stages

·         Conservation Concepts-changing the appearance or arrangements of objects does not change their key properties.

·         Highly abstract thinking and reasoning about hypothetical situation still remains very difficult.

Format Operation stage

·         Ability to think abstractly and reason hypothetical.

·         Ability to reason (systematically about all different outcomes.

·         Ability to engage in Scientific thinking.

Criticism of Piaget’s Theory

·         Children thinking is not as consistent as the stages suggest.

·         Infants and young children are more competent than piaget recognized.

·         Piaget’s undertakes the social competent of cognitive develop.

·         Piaget was better at describing process than of explaining how they operate.

REFLECTION

Piaget came up with some different theories. He believed that:

Children are active and motivated learners

Children construct knowledge from their experiences

Children learn through the two complementary processes of assimilation and accommodation

Interactions with one's physical and social environments are essential for cognitive development

The process of equillibration promotes progression toward increasingly complex thought.

I can use this theory when I became a teacher someday, I can use this as my guid in teaching the students to motivate their skills and mental ability.