1923<br />1936<br />1918<br />1980<br />1906<br />1954<br />1970<br />1896<br />Jean Piaget <br />Psychologist<br />Constructivist<br />Formal Operation 12 - adult<br /><ul><li>Ability to think hypothetically about abstract contexts</li></ul> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /><ul><li>No longer needs the existence of ‘concrete’ real life examples. Instead, they can reason in verbally stated hypothesis to consider the logical relations among several possibilities or to deduce conclusions from abstract statements </li></ul> <br /><ul><li>Able to think about the world in a wider context and entertain the possibilities of other outcomes. Can plan for the long term. (Smith, p. 463)</li></ul>I predict the ball will fall faster than the bag of feathers when dropped at the same time…<br />Concrete Operations 7-12<br /><ul><li>Logic develops and is valued over perception. This includes causality and seriation(Wadsworth, p.101)
Child understands reversibility</li></ul> <br /><ul><li>Child understands conservation of number, then mass, then volume.
Child decenters, allowing more intricate classification by taking into account multiple features </li></ul> <br />The top row has more coins, even though the bottom row is longer!<br />Preoperational 2-7<br /><ul><li>Child progresses from single words to complex sentences.
Child struggles with classification: thinks only about one feature.
Child begins to think abstractly. Understands ‘4’ represents:
Child ego-centric – sees the world from their perspective. Often talks alongside each other and ignores other children. Decreases after age 4.</li></ul>The two bits of plasticine don’t have the same mass because they have different shapes<br />The balls went in red, green, and yellow. So yellow, then green, then red will come out. <br />?<br />Sensori-Motor 0-2<br /><ul><li>Child learns primarily from sensing (sensori) and doing (motor).
Child takes instinctive skills (such as sucking or grasping), combines with newly learnt motor skills, and refines the process to develop new skills.
Child learns ‘object permanence’ i.e. even if object is no longer visible it still exists. The child will search for hidden objects, suggesting element of planning ahead and therefore cognitive ability beyond that with which they were born.</li></ul>These beads are pink, round and wooden. <br />I like cats!<br />Scan for PDF of summary sheet<br />Scan for copy of poster <br />I had a lolly !<br />References<br />Atherton, J. S. (2011) Learning and Teaching; Piaget's developmental theory [On-line: UK] retrieved 25/9/2011 from http://www.learningandteaching.info/learning/piaget.html<br />Fisher, J. (2003) Starting from the Child, Maidenhead: Open University Press<br />Goswami, U. (1998) Cognition in Children, Hove: Psychology Press Ltd<br />Moyles, J. & Robinson, G. (Eds.), Beginning Teaching: Beginning Learning in Primary Education, Maidenhead: Open University Press<br />Siegler, R. & Wagner Alibali, M. (2005) Children’s Thinking New Jersey: Pearson Prentice Hall<br />Smith, P., Cowie, H. & Blades, M. (2011) Understanding Children’s Development, 5th ed., Chichester: John Wiley & Sons<br />Wadsworth B. J. (1979), Piaget’s Theory of Cognitive Development, 2nd ed., New York: Longman<br />Images <br />http://www.openclipart.org/ http://www.archivesjeanpiaget.ch/<br />Piaget today<br />Piaget’s methodology has drawn significant criticism (Moyles& Robinson, 2004). Central to this criticism is the assertion that children develop much faster than Piaget claimed (Goswami, 1998). In terms of educational influence, his view of the child as “an individual explorer of the world” (Fisher, 2003) appears to render the teacher an inactive bystander, but the idea of the ‘child-centred’ classroom (Smith, Cowie& Blades, 2011) is largely developed from Piaget’s belief that an active role in the learning process is central to the cognitive development of the child. Piaget also argued that whilst all children progress through the four stages, they do so at different speeds, and as such assessment should be based on the progress of the individual child, rather than compared to that of their peers.<br />Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant, Bea White<br />