Jean Piaget proposed four stages of cognitive development in children: sensorimotor, preoperational, concrete operational, and formal operational. During the preoperational stage from ages 2 to 7, children develop language but cannot yet comprehend rules, operations, or conservation. They also experience egocentrism and centration. Lev Vygotsky emphasized the role of social learning and proposed the concept of the zone of proximal development.
Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include
A theory of child cognitive development,
Detailed observational studies of cognition in children, and
A series of simple but ingenious tests to reveal different cognitive abilities.
Piaget showed that young children think in strikingly different ways compared to adults.
According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. Piaget's Theory Differs From Others In Several Ways:
It is concerned with children, rather than all learners.
It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors.
It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
Same has been discussed in some detail
Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include
A theory of child cognitive development,
Detailed observational studies of cognition in children, and
A series of simple but ingenious tests to reveal different cognitive abilities.
Piaget showed that young children think in strikingly different ways compared to adults.
According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. Piaget's Theory Differs From Others In Several Ways:
It is concerned with children, rather than all learners.
It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors.
It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
Same has been discussed in some detail
Topic: Cognitive Theories of Learning
Student Name: Shazia
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, PakistanTopic:
Student Name:
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow. A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world.
Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages.
Topic: Cognitive Theories of Learning
Student Name: Shazia
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, PakistanTopic:
Student Name:
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow. A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world.
Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages.
3. Jean Piaget (1896-1980) Swiss psychologist widely acknowledged to be one of the country’s most influential thinkers Focused on the interaction between the child’s naturally maturing abilities and his or her interactions with the environment
4. “The child is an active participant in this process rather than a passive recipient of biological development or externally imposed stimuli.” Believes that the child should be viewed as an inquiring scientist who conducts experiments on the world to see what happens
7. Schemas “theories” resulting from children’s miniature experiments of how the physical and the social worlds operate
8. FOUR STAGES OF COGNITIVE DEVELOPMENT Sensorimotor Stage (birth- 2 years) Preoperational Stage (2- 7 years old) Concrete Operational Stage (7-11 years) Formal Operational (11 years old and up)
9. Sensorimotor Stage( birth- 2 years old) During this period, infants are busy discovering the relationships between their actions and consequences of these actions. “Concept of Object Permanence” – an awareness that an object continues to exist even when it is not present to the senses. This concept implies that the baby possesses a ‘mental representation’ of missing objects.
12. PREOPERATIONAL STAGE(2-7 YEARS OLD) By about 1and ½ years of age, children have begun to use language. Words, as symbols, can represent things or groups of things. The child does not yet comprehend certain rules or operations.
13. Operation A mental routine for separating, combining and otherwise transforming information mentally in a logical manner Irreversability Inability to mentally reverse an action
14. They have not yet attained “conservation”. In the preoperational stage of cognitive development, a child’s mental operation is absent or weak.
22. MORAL JUDGMENTS Cognitive development underlies not only the child’s understanding of the physical world but of the social world as well. Piaget thought that children’s understanding of moral rules and social conventions would have to match their overall level of cognitive development.
23. Four Stages of Children’s developing understanding of rules The first two stages fall under the preoperational period. FIRST STAGE: Children at this stage will participate in a kind of “parallel play”, playing amidst other children with shared objects but not in any socially organized way. Each child tends to follow his or her own private wishes.
24. SECOND STAGE: Beginning about the age of 5, the child develops a sense of obligation to follow rules, treating them as absolute imperatives handed down by some authority- possibly parents or God. Rules are permanent, sacred and not subject to modification.
25. Example: When asked what would happen if the children violated some moral rule like lying or stealing, children at this stage often expressed the view that punishment would surely result- God would punish them or “they would be hit by a car.”
26. OPERATIONAL STAGES This is where the third and fourth stages of moral development fall under.
27. CONCRETE OPERATIONAL STAGE Although children are using abstract terms, they are doing so only in relation to concrete objects- that is, objects to which they have direct sensory access.
28. Moral Understanding: THIRD STAGE: the child begins to appreciate that some rules are social conventions- cooperative agreements that can be arbitrarily decided and changed if everyone agrees. When making moral judgments, children now give weight to “subjective considerations” like a person’s intentions and they see punishment as a human choice, not an inevitable, divine retribution.
29. Lev Vygotsky A Russian psychologist who wrote about children’s cognitive development but differ from Piaget in his emphasis on the role of others in cognitive development.
30. Scaffolding A process where the more highly skilled person gives the learner more help at the beginning of the learning process.
31. Zone of proximal Development (ZPD) A concept proposed by Vygotsky which is the difference between what a child can do with the help of an adult. “This might be a better way of thinking about intelligence. It isn’t what you know, its what you can do.”
32. Stages of Language Development The development of language is a very important milestone in the cognitive development of a child because language allows children to think in words rather that just images, to ask questions, to communicate their needs and wants to others and to from concepts.
33. Child-directed Speech The way adults and older children talk to infants and very young children with higher pitched, repetitious, sing-song speech patterns.
35. Stages: 1. Cooing 2. Babbling 3. One- word speech “holophrases”- typically nouns and may seem to represent an entire phrase of meaning 4. Telegraphic speech 5. Whole sentences
