2. PPiiaaggeett ((11889966 -- 11998800))
• Swiss Psychologist, worked for
several decades on understanding
children’s cognitive development
• Most widely known theory of cognitive
development.
• Was intrigued by kids’ thoughts &
behavior, & worked to understand their
cognitive development
3. PPiiaaggeett:: BBaacckkggrroouunndd
• Young Piaget was incredibly precocious
– Published first paper at 10
– Wrote on mollusks, based on these writings
was asked to be curator of mollusks at a
museum in Geneva (he declined in order to
finish secondary school)
– Earned his doctorate in natural sciences at 21
– Began to study psychology, applying
intelligence tests to school children
4. Constructivism
• Assumption that learning is an active
process of construction rather than a
passive assimilation of information or rote
memorization.
• Credited for founding constructivism
• Has had a large influence on American
schools
5. …Piaget and Constructivism
• Best known for idea that individuals
construct their understanding, that
learning is a constructive process
– Active learning as opposed to simply
absorbing info from a teacher, book, etc.
– The child is seen as a ‘little scientist’
constructing understandings of the world
largely alone
6. ……..PPiiaaggeett && CCoonnssttrruuccttiivviissmm
• believed all learning is constructed,
whether it is something we are taught or
something we learn on our own.
• Whether or not we are taught in a
“constructivist” manner, Piaget believed
we are constructing knowledge in all our
learning.
7. Piaget & Learning
• Two main states – eeqquuiilliibbrriiuumm &
ddiisseeqquuiilliibbrriiuumm
• Believed that we are driven or motivated
to learn when we are in disequilibrium
– We want to understand things
8. PPiiaaggeett && LLeeaarrnniinngg
• Equilibration: assimilation & accommodation
• We adjust our ideas to make sense of reality
• Assimilation:
• process of matching external reality to an
existing cognitive structure.
• Accommodation:
• When there’s an inconsistency between the
learner’s cognitive structure & the thing being
learned the child will reorganize her thoughts
10. CCoonnssttrruuccttiivviissmm,, LLeeaarrnniinngg,, &&
EEdduuccaattiioonn
• Not interested in applying his theory to
school-based education, he called this
“The American question”
• Constructivist educators create an
environment which encourages children
to construct their own knowledge.
– But according to Piaget, we construct our
learning regardless of how it is presented.
11. Piaget’s SSttaaggeess ooff CCooggnniittiivvee
DDeevveellooppmmeenntt
• A child’s capacity to understand certain
concepts is based on the child’s
developmental stage
12. PPiiaaggeett’’ss FFoouurr SSttaaggeess
• Believed that all children develop according to
four stages based on how they see the world.
– He thought the age may vary some, but that we all
go through the stages in the same order.
1. Sensori-motor (birth –2 years)
2. Preoperational (~2-7)
3. Concrete operational (~7-11)
4. Formal operations (~12-15)
13. SSeennssoorriimmoottoorr SSttaaggee
• Birth to about 2 years, rapid change is
seen throughout
• The child will:
– Explore the world through senses & motor
activity
– Early on, baby can’t tell difference between
themselves & the environment
– If they can’t see something then it doesn’t
exist
– Begin to understand cause & effect
– Can later follow something with their eyes
14. PPrreeooppeerraattiioonnaall SSttaaggee
• About 2 to about 7
– Better speech communication
– Can imagine the future & reflect on the past
– Develop basic numerical abilities
– Still pretty egocentric, but learning to be able
to delay gratification
– Can’t understand conservation of matter
– Has difficulty distinguishing fantasy from
reality (ex: cartoon characters are real
people).
15. ……mmoorree pprreeooppeerraattiioonnaall
• Conservation of matter – understanding
that something doesn’t change even
though it looks different, shape is not
related to quantity
• Ex: Are ten coins set in a long line more
than ten coins in a pile?
• Ex: Is there less water if it is poured into
a bigger container?
18. FFoorrmmaall OOppeerraattiioonnss
• From about 12 to about 15
– Be able to think about hypothetical
situations
– Form & test hypotheses
– Organize information
– Reason scientifically
19. …… PPiiaaggeett’’ss DDeevveellooppmmeenntt
• Development happens from one stage to
another through interaction with the
environment.
• Changes from stage to stage may occur
abruptly and kids will differ in how long
they are in each stage.
• Cognitive development can only happen
after genetically controlled biological
growth occurs.
20. ……PPiiaaggeett’’ss DDeevveellooppmmeenntt
• Development leads to learning
– Drive for development is internal
– The child can only learn certain things when
she is at the right developmental stage
– Environmental factors can influence but not
direct development
– Development will happen naturally through
regular interaction with social environment
21. PPiiaaggeett && EEdduuccaattiioonn
• Piaget did not think it was possible to
hurry along or skip stages through
education
• Regardless, many American schools will
try to teach to the stages in an attempt to
accelerate development
22. PPrroobblleemmss wwiitthh PPiiaaggeett’’ss TThheeoorryy
• Children often grasp ideas earlier than
what Piaget found
• Cognitive development across domains
is inconsistent (e.g. better at reading
than math)
• Studies have shown that development
can to some degree be accelerated
