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Jean Piaget’s Cognitive development theory Presented by: Kirsten, Candice, Sarah, Sara, Hannah & Nora
Jean Piaget’s Who is Piaget? Intro Sensorimotor Stage 0-2 years old Stage 1 Preoperational Stage 2-7 years old Stage 2 Concrete Operational Stage 7-11 years old Stage 3 Formal Operational Stage 11+ years of ages Stage 4
Who is Jean Piaget’s? Arthur Piaget Rebecca Jackson Jean 1896-1980 sister sister Valentine Châtenay Born in Switzerland
How do we understand the world around us? As we get older our collection of knowledge helps us to understand and comprehend the world around us… I need to go to uni to be able to work as a vet Animals are interesting creatures Dogs, cats & horse’s have 4 legs Dogs have 4 legs ??
SENSORIMOTOR STAGE(0 -2years) Based on overt sensory and motor abilities This could be applied to any child around the world- it is not dependent on context. Infants learn and develop through acting upon their environment By the end of this stage the child understands: object permanence. goal directed or intentional action deferred imitation http://www.youtube.com/watch?v=fUIeOUE_gWQ&feature=related Now you see me Now you don’t!
PREOPERATIONAL STAGE – (2-7 years) Symbolic thinking use symbols and pictures to represent objects.
Shift from egocentrism (also known as decentring) capable of seeing things from another’s point of view
Animism belief that everything has some kind of consciousness or awareness
Understanding transformation understanding of the change in structure or state of an object
Centration Involved in transformation - child only being able to concentrate on one quality or feature of an object at a time
Reversibility inability of a child being able to follow a line of reasoning back to its original starting point
Concrete Operational Stage (7-11 years) Ages 7 through to 11. During this time, children gain a better understanding of mental operations. The child will begin to think logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Important processes during this stage are: Seriation- The ability to sort objects in an orderClassification— Name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another Reversibility—the child understands that numbers or objects can be changed, then returned to their original stateConservation—understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or itemsCompensation - where the ability to see that an increase in one dimension (such as height) is compensated by for a decrease in another dimension (such as width.) http://www.youtube.com/watch?v=gA04ew6Oi9M&NR=1- child showing conservation
Formal Operational Differences between younger groups and Formal Operational: The Formal Operational stage is the last stage and it occurs between the ages of 11-25There is a large difference between a child that is 3 and a child in the Formal Operational stage has different approaches and ideas when faced with real life concepts. Such as biology in living things and what are nonliving, inanimate objects. (3)(4) What are some of the things that can be identified in a child at the Formal Operations stage?A child can think of an abstract situation when they are in the Formal Operations, rather than focus on only the concrete evidence given. They can analyse and determine questions (6) What are some key points that can be deduced from this stage of development?Children in the Formal Operational Stage can now analyse things without using concrete stimuli. It also means that they can use a systematic approach to help figure out a problem (7)
Building on Piaget theories Many theories of cognitive development have been built on Piagets original ideas Neo –Piagetians (Biggs & Collis, 1982; Case, 1999) Theory Theories (Gopnik & Meltzoff, 1997; Wellman & Gelman, 1998) Overlapping waves model (Siegler 2006)
Positive effects of Paiget’s research on educationTaught us to listen to childrenConsider the intelligence that children bring when trying to make sense of the worldHe researched “how children think & begin to understand concepts such as time, space, movement & self”Piaget study of child development change the way educators think about children & the methods we use to study them (Flavell 1996: Siegler & Ellis 1996)Focus on errors that children make when solving problems is significant View on cognitive development has lead to recognition by educators that the STAGE of development is important not AGETheories such as Inquiry based learning, cooperative & constructivism have been built from Piaget theory that children create their own learningHis theories have assisted teachers in recognising student thinking not just student outcomes
Bibliography References: Krause, K. Bochner, D. Duchesene, S. McMaugh A. Cengage Learning (2010), Educational Psychology for Learning and Teaching (p.53,55) Arthur, L. Beecher, B. Death, E. Dockett, S. Farmer, S. Cengage Learning(2007), Programming and Planning in Early Childhood Settings(p.93) Slide 7: http://psychology.about.com/od/piagetstheory/p/concreteop.htm Slide 9;(1) C. George Boeree. (2006). Piaget. Retrieved April 07, 2011, from http://webspace.ship.edu/cgboer/piaget.html (2) "Piaget, Jean." Complete Dictionary of Scientific Biography. 2008. Retrieved April 06, 2011 from Encyclopedia.com:http://www.encyclopedia.com/doc/1G2-2830906004.html (3) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 298-299). New Jersey, NJ: Lawrence Erlbaum Associates (4) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 299). New Jersey, NJ: Lawrence Erlbaum Associates (5) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp.7). New Jersey, NJ: Lawrence Erlbaum Associates (6) Piercy M., Berlyne D.E. (2001), Piaget: The Psychology of Intelligence (pp. 162-164). New York, NY: Routledge Classics. (Original work published 1947) (7) Oakley. L., (2004), Cognitive Development (pp. 22-25). Great Britain. Glasgow, Great Britain: Routledge Classics.