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Piaget's theory (WEEK 5 EDUP3023) copy.pptx
- 1. EDUP3023 Cognitive development (Piaget’s Theory) By: Nura’fifatul Akmal binti Jamaludin Che Alia Nur Fatiha binti Cik Muhammad Sardi
- 2. TABLE OF CONTENTS 01 INTRODUCTION Background of Piaget’s Theory 02 THE 1ST STAGE The Sensorimotor Stage (Ages: Birth to 2 Years) 03 THE 2ND STAGE The Preoperational Stage (Ages: 2 to 7 Years) 04 THE 3RD STAGE Concrete Operational Stage: (Ages: 7 to 11)
- 3. TABLE OF CONTENTS 05 THE 4TH STAGE Formal operational stage (Ages: 12 and up) 06 IMPLICATION IN TEACHING AND LEARNING
- 4. INTRODUCTION 0 1 Background of Piaget’s Theory
- 6. BACKGROUND OF PIAGET’S THEORY ● Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. ● Piaget's stage theory describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget's view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations.
- 7. STAGES OF PIAGET’S THEORY Stage 1 Sensorimotor stage: birth to 2 years Stage 2 Preoperational stage: ages 2 to 7 Stage 3 Concrete operational stage: ages 7 to 11 Stage 4 Formal operational stage: ages 12 and up
- 8. THE FIRST STAGE 02 The Sensorimotor Stage (Ages: Birth to 2 Years)
- 9. Major Characteristics and Developmental Changes: 1 The infant knows the world through their movements and sensations 2 Children learn about the world through basic actions such as sucking, grasping, looking, and listening 3 Infants learn that things continue to exist even though they cannot be seen (object permanence)
- 10. Major Characteristics and Developmental Changes: 4 They are separate beings from the people and objects around them 5 They realize that their actions can cause things to happen in the world around them
- 11. THE SECOND STAGE 03 The Preoperational Stage (Ages: 2 to 7 Years)
- 12. Major Characteristics and Developmental Changes: 1 Children begin to think symbolically and learn to use words and pictures to represent objects. 2 Children at this stage tend to be egocentric and struggle to see things from the perspective of others. 3 While they are getting better with language and thinking, they still tend to think about things in very concrete terms.
- 13. Children become much more skilled at pretend play during this stage of development, yet continue to think very concretely about the world around them. At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people.
- 14. THE THIRD STAGE 04 Concrete Operational Stage (Ages: 7 to 11 Years)
- 15. - PIAGET’S THEORY ➔ begins at the age of seven and lasts until about the age of eleven ➔ children learn to think more abstractly and theoretically ➔ children grow more rational in regards to tangible and specific matters, but they still struggle with abstract concepts
- 16. LOGIC VS REVERSIBILITY UNDERSTANDING LOGIC UNDERSTANDING REVERSIBILITY ● Observing that you get itchy eyes, a runny nose, and a swelling throat whenever you are around a cat ● A kid may learn that A=B and B=C, but still find it difficult to comprehend that A=C. ● Being ability to reverse the sequence of relationships between mental categories ● A kid could be able to recognise that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal
- 17. EGOCENTRISM ★ kids become less egocentric ★ able to think about things from others' perspectives ★ they have the ability to recognise that others have their own views CONSERVATION ★ the realisation that something remains the same even if its shape or appearance changes ★ breaking a candy bar into smaller pieces still the same quantity as when the candy was whole OBSERVATIONS ★ the ability to focus on several aspects of an issue ★ the ability to focus on several parts of a problem at the same time
- 18. THE FOURTH STAGE 05 Formal Operational Stage (Ages: 12 and up)
- 19. - PIAGET’S THEORY ➔ starts at the age of 12 and lasts till adulthood ➔ thinking gets considerably more sophisticated and advanced ➔ kids can reason about abstract and theoretical topics
- 20. SKILLS 1 2 3 Hypothetical - Deductive Reasoning 4 Problem Solving Abstract Thought Deductive Logic ● necessitates the capacity to determine a specific conclusion using a general concept ● capable of thinking about abstract and hypothetical concepts ● The capacity to solve an issue in a logical and methodical manner ● they begin to think about abstract ideas
- 22. C D B EDUCATIONAL IMPLICATIONS Use familiar examples to help students understand more complicated concepts, such as math storey problems. "Discovery learning" allows students to explore and experiment, resulting in fresh insights. Present issues that need logical analytic reasoning; the use of "brain teasers" is recommended. A According to Piaget's theory, education should be tailored to the learner's developmental stage.
- 23. THANK YOU !
Editor's Notes
- Cognitive development means how children think, explore and figure things out. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them. Brain development is part of cognitive development. Piaget made several assumptions about children while developing his theory: Children build their own knowledge based on their experiences. Children learn things on their own without influence from adults or older children. Children are motivated to learn by nature. They don’t need rewards as motivation.
- During this initial phase of development, children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment. In other words, they experience the world and gain knowledge through their senses and motor movements. Through trial-and-error, children discover more about the world around them. Piaget chose to call this stage the 'sensorimotor' stage because it is through the senses and motor abilities that infants gain a basic understanding of the world around them. The abilities that an infant is born with—sight, hearing, smell, taste, and touch—combined with physical capabilities that continue to develop—including touching, grasping, and tasting—allow infants to interact and build awareness of themselves and what is around them.
- By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects. Coordination of Reactions (8-12 months) During this substage, the child starts to show clearly intentional actions. The child may also combine schemas in order to achieve a desired effect. Children begin exploring the environment around them and will often imitate the observed behavior of others. The understanding of objects also begins during this time and children begin to recognize certain objects as having specific qualities. For example, a child might realize that a rattle will make a sound when shaken.
- The foundations of language development may have been laid during the previous stage, but it is the emergence of language that is one of the major hallmarks of the preoperational stage of development. children develop meta-linguistic awareness during middle childhood. This skill helps them begin to appreciate that communications can carry multiple layers of meaning at once, beyond just the surface layer and the literal meanings of the basic words that are used. Paul Thompson and his team found out that the brain systems in charge of language learning have accelerated growth from six years old until puberty. Another study was done at MIT and it concluded that the most optimal time to learn a new language and achieve native fluency was by age 10.
- Children develop important complex social and higher order thinking skills. Pretend play is much more than simple play activities; it requires advanced thinking strategies, communication, and social skills. Through pretend play, children learn to do things like negotiate, consider others’ perspectives, transfer knowledge from one situation to another, delay gratification, balance their own ideas with others, develop a plan and act on it, explore symbolism, express and listen to thoughts and ideas, assign tasks and roles, and synthesize different information and ideas. In this creative play description, we could just as easily be describing the skills needed to successfully manage a work project for an adult as describing children’s pretend play.