Math presentation on Piaget's theory of cognitive development
University of Trinidad and Tobago- Corinth CampusYear 2 Semester 1Course: Mathematics 1Lecturer: Dr. Lal Beharry Group: Hard-Math-erz • Stephen Cato-52006 • Leigh Robinson • Stacia Thomas-52996 • Shenelle Noel • Cathyann Martin • Christina Sookdeo-52927 • Candace Roberts-52992
JEAN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT• Jean Piaget was a Swiss psychologist known for his work studying children and his theory of cognitive development.
PIAGET’S THEORY OF COGNITIVE DEVELOPMENT• Piaget’s theory of cognitive development suggests that children’s thinking does not go entirely ‘smooth’.• There are certain points where the child’s development transitions into new areas and capabilities.• These transitions take place at 18 months, 7 years and 11 or 12 years.• Piaget’s view is also constructivist.
THE SENSORIMOTOR STAGE-Takes place from Birth to 2 years -The child , through physical interaction with his or her environment builds a set of concepts about reality and how it works. - this is the stage where a child does not know that the physical objects remain in existence even when out of sight.
THE PREOPERATIONAL STAGE -Takes place from 2 to 7 years -The child is not yet able to conceptualize abstractly and needs more concrete physical situations
THE CONCRETE OPERATIONAL STAGE -Takes place from 7 to 11/12 yearsAt this stage physical experienceaccumulates and the child starts to conceptualize creating logicalstructures that explains his or her physical experiences. Abstract problem solving is also possible
THE FORMAL OPERATIONAL STAGE-Takes place from 11/12 years to an adult-By this point the childs cognitive structures are like those of an adult and include conceptual reasoning.
KEY CONCEPTSSeveral key concepts are mentioned in this theory:• Schemas• Assimilation• Accommodation• Equilibrium• Adaptation
CLASSROOM IMPLICATIONS FOR PIAGET’S THEORY OF COGNITIVE DEVELOPMENT• Teachers should carefully assess current stage of development and set tasks that the child is ready for.• Learning opportunities must be provided in order for the child to advance. This is achieved by disequilibrium.• Children should learn from each other, there should be pairing and group work.• Teachers should act as guides in childrens discovery learning and the curriculum should be adapted to individual needs and intellectual levels.
• CURRICULUM: Educators must plan a developmentally appropriate curriculum that enhances their students logical and conceptual growth.• INSTRUCTION: Teachers must emphasize the critical role that experiences or interactions with the surrounding environment play in student learning.