This document provides an overview of Jean Piaget's cognitive learning theory. It discusses the three main components of Piaget's theory: schemas, the processes of assimilation and accommodation that drive development between stages, and the four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational. It provides details on Piaget's life and contributions to the field of developmental psychology. It also outlines Piaget's view of how children's thinking progresses at each stage of development.
JEAN PIAGET
BY WASIM
UNDER GUIDANCE OF
DR.PRADEEP.SHARMA
Jean Piaget (1896-1980) : History
Theory of Cognitive Development
What is Cognition?
What is Cognitive Development?
How Cognitive Development Occurs?
Key concepts
Stages of intellectual development postulated by Piaget
Sensorimotor Stage (Birth to 2 Years)
Stage of Preoperational Thought (2 to 7 Years)
Stage of Concrete Operations (7 to 11 Years)
Stage of Formal Operations (11 through the End of Adolescence)
Clinical applications
Educational Implications
Contribution to Education
Strength
Limitation of jean piaget’s cognitive development theory
Critiques of Piaget
THANK YOU
JEAN PIAGET
BY WASIM
UNDER GUIDANCE OF
DR.PRADEEP.SHARMA
Jean Piaget (1896-1980) : History
Theory of Cognitive Development
What is Cognition?
What is Cognitive Development?
How Cognitive Development Occurs?
Key concepts
Stages of intellectual development postulated by Piaget
Sensorimotor Stage (Birth to 2 Years)
Stage of Preoperational Thought (2 to 7 Years)
Stage of Concrete Operations (7 to 11 Years)
Stage of Formal Operations (11 through the End of Adolescence)
Clinical applications
Educational Implications
Contribution to Education
Strength
Limitation of jean piaget’s cognitive development theory
Critiques of Piaget
THANK YOU
Structure of Intellect by Guilford
Guilford and his associates proposed the theory of Structure of Intellects on their attempt of factor analysis.
Process of operation ;Material or content;Product
Cognition: This involves immediate discovery, rediscovery, awareness, comprehension and understanding.
Memory recording: It is a fundamental operation. It refers to the retention of what is recognised for a short duration.
Memory retention: It means the retention of what is recognised for a long period of time.
Divergent thinking: It refers to the generation of information from the given data where the emphasis is on conventionally accepted best outcomes.
Convergent thinking: It involves thinking in different directions, searching and seeking some different variety and novelty. It is closely related with creativity. It simply means thinking out of the box.
Evaluation: It refers to the reaching of conclusion and decision as the goodness, correctness, adequacy and desirability of information.
Material or Contents:
Visual content: It refers to the concrete material perceived through ideas and thoughts.
Symbolic content: t refers to the composition of letters, digits or other conventional signs and symbols usually organised in general patterns.
Semantic content: t refers to the clear verbal form of meanings or ideas for which no examples are necessary.
Behavioural content: It refers to the social intelligence which enables one to understand human communications.
Products:
Units: This is similar to Gestalt psychology of figure and ground; relatively segregated items.
Classes: It refers to conceptions underlying sets of information or data grouped by virtue of their common properties.
Relations: It refers to the connections between items of information based on variables. These connections are more meaningful and definable.
Systems: It refers to the aggregate of items of information or data with a structure.
Transformations: It refers to the changes like redefination, modification in existing information or its functions.
Implications: It refers to the explorations of information in the form of expectancies, predictions and consequences.
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.
Structure of Intellect by Guilford
Guilford and his associates proposed the theory of Structure of Intellects on their attempt of factor analysis.
Process of operation ;Material or content;Product
Cognition: This involves immediate discovery, rediscovery, awareness, comprehension and understanding.
Memory recording: It is a fundamental operation. It refers to the retention of what is recognised for a short duration.
Memory retention: It means the retention of what is recognised for a long period of time.
Divergent thinking: It refers to the generation of information from the given data where the emphasis is on conventionally accepted best outcomes.
Convergent thinking: It involves thinking in different directions, searching and seeking some different variety and novelty. It is closely related with creativity. It simply means thinking out of the box.
Evaluation: It refers to the reaching of conclusion and decision as the goodness, correctness, adequacy and desirability of information.
Material or Contents:
Visual content: It refers to the concrete material perceived through ideas and thoughts.
Symbolic content: t refers to the composition of letters, digits or other conventional signs and symbols usually organised in general patterns.
Semantic content: t refers to the clear verbal form of meanings or ideas for which no examples are necessary.
Behavioural content: It refers to the social intelligence which enables one to understand human communications.
Products:
Units: This is similar to Gestalt psychology of figure and ground; relatively segregated items.
Classes: It refers to conceptions underlying sets of information or data grouped by virtue of their common properties.
Relations: It refers to the connections between items of information based on variables. These connections are more meaningful and definable.
Systems: It refers to the aggregate of items of information or data with a structure.
Transformations: It refers to the changes like redefination, modification in existing information or its functions.
Implications: It refers to the explorations of information in the form of expectancies, predictions and consequences.
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.
A little insight into how you can use Mnemonics to memorize a few of Piaget's Stages of Cognitive Development. This presentation is based off of Michael Britt's video. You can find his mnemonics videos on www.psychfiles.com.
PIAGET’s THEORY Play plays a crucial role in their learning process.NancySachdeva7
Piaget's theory of cognitive development suggests that children actively construct their understanding of the world through four stages: sensorimotor, preoperational, concrete operational, and formal operational. They assimilate new information into existing mental schemas and accommodate their schemas to fit new experiences. Play plays a crucial role in their learning process.
Jean Piaget’s Theory of Learning Process.pptxDrHafizKosar
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Jean Piaget, (Born August 9, 1896, Neuchâtel, Switzerland—died September 16, 1980, Geneva), Swiss psychologist who was the first to make a systematic study of the acquisition of understanding in children. He is thought by many to have been the major figure in 20th-century developmental psychology.
Today, Jean Piaget is best known for his research on children's cognitive development. Piaget studied the intellectual development of his own three children and created a theory that described the stages that children pass through in the development of intelligence and formal thought processes (Piaget, 1929).
Chronological Summary of Piaget's Employment History:
Remarkable work of J.Piaget
Cognitive Theory
Piaget believed that learning proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the main focus of Piaget’s cognitive theory. After observing children closely, Piaget proposed that cognition developed through distinct stages from birth through the end of adolescence.
Four Key features of Stages
The stages always happen in the same order:
• No stage is ever skipped.
• Each stage is a significant transformation of the stage before it.
• Each later stage incorporated the earlier stages into itself.
• Basically, this is a “staircase” model of development.
Educational Implications of Theory
1. Piaget's Influence on Education: Piaget's theory was not explicitly related to education, but later researchers applied his ideas to teaching and learning. He had a significant impact on educational policy and teaching practices.
2. Concrete Operational Stage in Education: The UK Piaget review considered the concrete stage as crucial in cognitive development. Concrete stage marks the beginning of logical or operational thought, where children can work things out internally.
3. Conservation in Primary Education: Children, by the concrete stage, can conserve number (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that quantity remains the same despite changes in appearance.
4. Formal Operational Stage: Begins around age eleven and extends into adulthood. In this stage, individuals develop abstract thinking and the ability to logically test hypotheses.
5. Piaget's Influence on Government and Policy: The government in 1966 was strongly influenced by Piaget's theory.
6. Plowden Report (1967): Resulted from the UK Piaget review, emphasizing discovery learning. Discovery learning involves active exploration and doing, with a focus on individual learning, flexibility, play, environment, and progress evaluation.
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5. Jean Piaget (McLeod, 2009)
(August 9, 1896 – September 16, 1980)
• Born in Neuchâtel in the French-speaking part
of Switzerland.
• In 1923, he married Valentine Châtenay, the
couple had three children, whom Piaget studied
from infancy.
• Natural scientist and developmental
psychologist well known for his work studying
children and his theory of cognitive
development.
6. Jean Piaget (McLeod, 2009)
(August 9, 1896 – September 16, 1980)
• employed at the Binet Institute in the 1920s,
where his job was to develop French versions
of questions on English intelligence tests.
• Began to explore children in Alfred’s Binet
Laboratory. This is where the Modern Test of
Intelligence was created.
• became intrigued with the reasons children
gave for their wrong answers on the questions
that required logical thinking.
7. Jean Piaget (McLeod, 2009)
(August 9, 1896 – September 16, 1980)
• first psychologist to make a systematic study of
cognitive development.
• His contributions include a theory of cognitive
child development, detailed observational
studies of cognition in children, and a series of
simple but ingenious tests to reveal different
cognitive abilities.
8. Jean Piaget (McLeod, 2009)
• His career of scientific research began when he
was just eleven, with the 1907 publication of a
short paper on the albino sparrow.
• Wrote more than sixty books and several
hundred articles.
10. Three Basic Components To
Piaget's Cognitive Theory:
(Dasen, 1994)
• Schemas
(building blocks of knowledge)
• Processes that enable the transition from one stage to
another (equilibrium, assimilation and accommodation)
• Stages of Development:
sensorimotor,
preoperational,
concrete operational,
formal operational
11. Three Basic Components To
Piaget's Cognitive Theory
• Schemas (Piaget, 1936)
basic building block of intelligent
behavior – a way of organizing
knowledge.
“units” of knowledge
A way of organizing knowledge
set of linked mental representations
of the world, which we use both to
understand and to respond to
situations.
15. Three Basic Components To
Piaget's Cognitive Theory
• Let’s put in mind that
Piaget’s Cognitive Theory
was focused on CHILDREN.
16. Three Basic Components To
Piaget's Cognitive Theory
(Dasen, 1994)
• Processes that enable the transition from one
stage to another
Assimilation
• – Which is using an existing schema to deal with a
new object or situation.
Accommodation
• – This happens when the existing schema
(knowledge) does not work, and needs to be
changed to deal with a new object or situation.
Equilibration
• –This is the force, which moves development along.
22. Three Basic Components To
Piaget's Cognitive Theory
(McLeod, 2009)
• Cognitive Development Stages
The Sensorimotor Period (birth to 2 years)
Preoperational Thought (2 to 6/7 years)
Concrete Operations (6/7 to 11/12 years)
Formal Operations Formal Operations (11/12 to
adult)
25. Cognitive Development Stages
The Sensorimotor Period (0-2 yrs.)
• In this stage knowledge of the world is limited (but
developing) because it’s based on physical
interactions/experiences.
• The child learns that he is separate from his
environment and that aspects of his environment
continue to exist even though they may be outside the
reach of his senses.
• Behaviors are limited to simple motor responses
caused by sensory stimuli. In this stage according to
Piaget, the development of object permanence is one of
the most important accomplishments at the sensorimotor
stage.
27. Cognitive Development Stages
Preoperational Thought (2-7 yrs.)
• Children’s increase in playing and pretending
takes place in this stage, however the child still
has trouble seeing things from different points
of view.
• Thinking in this stage is still egocentric,
meaning the child has difficulty taking the
viewpoint of others. The Pre-operational stage
is split into two substages:
Symbolic Function Sub stage,
Intuitive Thought Sub stage.
28. Cognitive Development Stages
Preoperational Thought (2-7 yrs.)
• The Symbolic Function substage is when
children are able to understand, represent,
remember, and picture objects in their mind
without having the object in front of them.
• The Intuitive Thought substage is when children
tend to propose the questions of why and how
come. This stage is when children want the
knowledge of knowing everything.
36. Cognitive Development Stages
Concrete Operations (7-11 yrs.)
• characterized by the appropriate use of logic.
• Inductive reasoning involves drawing inferences
from observations in order to make a
generalization
37. Concrete Operations (7-11 yrs.)
Milestones of the concrete
operational stage
• - Ability to distinguish between their own
thoughts and the thoughts of others. Children
recognize that their thoughts and perceptions
may be different from those around them.
• - Increased classification skills: Children are
able to classify objects by their number, mass,
and weight.
• - Ability to think logically about objects and
events
• - Ability to fluently perform mathematical
problems in both addition and subtraction
39. Cognitive Development Stages
Formal Operations (11- adult)
• Intelligence is demonstrated through the logical
use of symbols related to abstract concepts
• Piaget believed that deductive logic becomes
important during the formal operational stage.
• Abstract thought emerges during the formal
operational stage. Children tend to think very
concretely and specifically in earlier stages.
Children begin to consider possible outcomes
and consequences of actions.
• Problem-solving is demonstrated when children
use trial-and-error to solve problems. The ability
to systematically solve a problem in a logical
and methodical way emerges.
40. Educational Implications:
Hughes , M. (1975)
• Focus on the process of learning, rather than
the end product of it.
• Using active methods that require rediscovering
or reconstructing "truths".
• Using collaborative, as well as individual
activities (so children can learn from each
other).
• Devising situations that present useful
problems, and create disequilibrium in the child.
• Evaluate the level of the child's development,
so suitable tasks can be set.
43. References
• Central Advisory Council for Education (1967). Children
and their Primary Schools ('The Plowden Report'),
London: HMSO.
• Dasen, P. (1994). Culture and cognitive development
from a Piagetian perspective. In W .J. Lonner & R.S.
Malpass (Eds.), Psychology and Culture. Boston: Allyn
and Bacon.
• Hughes , M. (1975). Egocentrism in preschool children.
Unpublished doctoral dissertation. Edinburgh University.
• Keating, D. (1979). Adolescent thinking. In J. Adelson
(Ed.), Handbook of adolescent psychology, pp. 211-246.
New York: Wiley.
• McLeod, S. A. (2009). Jean Piaget | Cognitive Theory -
Simply Psychology. Retrieved
fromhttp://www.simplypsychology.org/piaget.html
44. References
• Piaget, J. (1932). The moral judgment of the
child. London: Routledge & Kegan Paul.
• Piaget, J. (1936). Origins of intelligence in the
child. London: Routledge & Kegan Paul.
• Piaget, J. (1945). Play, dreams and imitation in
childhood. London: Heinemann.
• Piaget, J. (1957). Construction of reality in the
child. London: Routledge & Kegan Paul