Core 3 Unit IV TNTEU Syllabus for first year BEd students - Piaget Cognitive Development

1. I Year B.Ed - CORE 3
LEARNING AND TEACHING
Ms R SRIDEVI
Assistant Professor, Pedagogy of Mathematics,
Loyola College of Education
Chennai 34
UNIT IV
Cognitive And Humanistic
Theories Of Learning
Stages of intellectual development
(Piaget)

2. The questions and allotment of marks
are as described below:
• Type of course : Full course
• Type of Questions : Essay type
• Questions : 10
• To answer : 7
• Marks : Each carries 10 marks
• Total marks : 70 ( 7 x 10 )
• Maximum word : 600 words / 5 sides
for each question
• Time : 3 hrs

3. Unit IV
Cognitive And Humanistic Theories Of Learning
• Learning – Meaning of learning as defined by
cognitive psychologists
• Insight learning (Kohler)
• Modes of cognitive development (Bruner)
• Stages of intellectual development (Piaget)
• Learning styles (Kolb)
• Self-actualization ( Maslow)
• Theory of a fully functioning person ( Carl
Rogers).

4. COGNITIVE DEVELOPMENT
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5. COGNITIVE DEVELOPMENT
5
ability to
think
Problem
Solving
Getting
Reasons

6. JEAN PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT

7. JEAN PIAGET
• Born :
9th August 1896
• Country :
Switzerland
• Died :
16th Sep 1980 (aged 84)
• Known for :
Constructivism, Genevan
School, Genetic Epistemology,
Theory of Cognitive
Development, Object
Performance, Egocentrism
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8. 8

9. • Piaget believed that children take an active
role in the learning process, acting much like
little scientists as they perform experiments,
make observations, and learn about the
world.
• As kids interact with the world around
them, they continually add new knowledge,
build upon existing knowledge, and adapt
previously held ideas to accommodate new
information.
9

10. • At the heart of Piaget’s theory is the idea
that children are born with a basic mental
structure, which provides the structure for
future learning and knowledge.
• He saw development as a progressive
reorganization of these mental processes.
• This came about due to biological
maturation, as well as environmental
experience.
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12. Piaget’s theory has two core
aspects to it:
• We first construct our image of the
world – coming to know something.
• We then go through stages of
implementing the knowledge with
what the world around us is telling –
discovering the discrepancies.
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13. BASIC COMPONENTS TO
PIAGET’S COGNITIVE THEORY

14. SCHEMAS
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15. • A schema is a description of both the
mental and physical actions required
in understanding and knowing.
• It’s a category of knowledge used in
interpreting and understanding the
world – the building blocks of
knowledge.
• Without them, you would find the
world incomprehensible.
• The world with its things wouldn’t
mean anything.

16. For Example…
16
RESTAURANT MOVIE LIBEARY

17. Restaurant
Select a Hotel Order Ice Cream
Eating
Pay the bill

18. • For example, a person might have a
schema about buying a meal in a
restaurant.
• The schema is a stored form of the pattern
of behaviour which includes looking at a
menu, ordering food, eating it and
paying the bill.
• Whenever they are in restaurant, they
retrieve this schema from memory and
apply it to the situation.

19. • Piaget’s ideas of schemas were driven by
his background in biology.
• He saw the schemas as mental
organizations controlling behavior or
adaptation to the environment.
• Furthermore, as you gain maturity, the
schemas become more complex.
• For instance, your schema about potatoes
becomes much wider; perhaps you gain
more information about the different
varieties, you understand how different
potatoes taste different and so on.

20. SCHEMAS
• There are schemata for all kind of
things –
• Yourself (Self schemata)
• Other people (People schemata)
• Events/situations (Event schemata)
• Occupation (Role Schemata).

21. • Piaget believed that new born babies
have some innate schemas. For
example, babies have a sucking
reflex, which is triggered by
something touching the baby’s lips.
• A baby will suck a nipple or a
person’s finger.
• Piaget therefore assumed that the
baby has a “ SUCKING
SCHEMA”.

22. ASSIMILATION
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23. ASSIMILATION
• Jean Piaget viewed intellectual growth as
a process of adaptation (adjustment) to
the world. This happens through:
• Assimilation
Which is using an existing schema to
deal with a new object or situation.

25. Example

26. 26

27. ASSIMILATION
• When you encounter French fries and identify
it as potato, you are assimilating the French
fries into your pre-existing schema.
• You are essentially using a pre-existing schema
to deal with a new experience, situation, object
or idea.
• You take the French fries and assimilate them
inside a schema, instead of creating a new one.
• The process of assimilation is a subjective
occurrence, since we are always modifying
experiences and information in a way that fits
our pre-existing beliefs.

28. ACCOMODATION
• When coming across a new object for the
first time, a child will attempt to apply an
old schema to the object.
• This happens when the existing
schema(knowledge) does not work, and
needs to be changed to deal with a new
object or situation.

29. ACCOMODATION
• In accommodation, you try to modify
your existing schemas and ideas, with
the process giving you a new
experience or knowledge and often
resulting in the birth of new schemas.

30. Assimilation/Accommodation

31. Assimilation/Accommodation

32. Assimilation/Accommodation
As children assimilate new information and experiences, they
eventually change their way of thinking to accommodate new
knowledge

33. ACCOMODATION
• For example, you might see French fries, but
after biting into them realise they are made
from sweet potato.
• You therefore, accommodate your existing
schema (not everything that looks like French
fries is potato) and add or create a new schema
(you can use sweet potato to make French
fries).
• You are changing the existing structures or the
knowledge you have to fit the environment
around you.

34. Assimilation
Accommodation
Adaptation
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35. ORGANISATION
• This process of inter connecting
schemas to form into a structure is
known as “Organisation”.
• Thus as the child grows, its
cognitive structure continues to
change, becoming qualitatively
better and better.

36. EQUILIBRIUM
• Finally, you have the idea of
equilibrium, which Piaget believed to
be the child’s attempt to strike a
balance between the two mechanisms:
assimilation and accommodation.
• Piaget believed it to be the mechanism
children use in order to move from
one stage of thought to the other.

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38. EQUILIBRIUM
• Cognitive development is not a steady
process according to Piaget’s theory.
• Instead of knowledge being something
we gain at a steady rate, we tend to
develop in leaps and bounds.
• Therefore, equilibrium occurs in
different ways and is the key process
children, specifically, use to move beyond
simply assimilating things.
• You could think of equilibrium as a sort
of balance restoring process.

39. PIAGET’S STAGES OF
COGNITIVE DEVELOPMENT
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Through his observations of his children, Piaget developed
a stage theory of intellectual development that included
four distinct stages:

41. • 1st stage of mental development
• Infants use their senses and actions to learn and
communicate
•Learning during this period is extremely important.
• Infants discovers everything by sensing
(sensory) and doing(motor).
•Piaget divided this stage into 6 sub stages…

42. Birth to 1 month
1 to 4 months
4 to 8 months
8 to 12 months
12 to 18 months
18 to 2 years

43. Sub stage 1: Birth to 1 month
•Practices reflexes- Sucking, Grasping, crying
• Infants do not understand
themselves as a separate person

44. Sub stage 2 : 1 to 4 months
• Combine two or more reflexes
- Example: May wave their fists and bring it to their
mouths at the same time
•Repeat these new combinations often

45. Sub stage 3: 4 to 8 months
• Begin to control their mental world by
making connections between what they do
and what happens
- Example: touch things in crib and make
it move. Intentionally repeat enjoyable
activities

46. Sub stage Four: 8 to 12 months
•Piaget believed by age one, babies apply learning to
solve problems
- Example: may squeeze, hit, or shake an object to
see what it will do, love to play
Start imitating others- important way
to learn!
Begin to learn OBJECT PERFORMANCE

47. Sub stage Five: 12- 18 months
•Infants discover new ways to solve problems
-Example: may push away box to find a toy
behind it
•Can find totally hidden object

48. Sub stage Six: 18 months- 2 years
•The beginning of thought processes
•Trial and error exploration- if I do this, what will
happen??

49. PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT
• During this earliest stage of cognitive
development, infants and toddlers acquire
knowledge through sensory experiences and
manipulating objects.
• A child's entire experience at the earliest
period of this stage occurs through basic
reflexes, senses, and motor responses.

50. PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT
• Piaget believed that developing OBJECT
PERMANENCE or object constancy, the
understanding that objects continue to exist
even when they cannot be seen, was an
important element at this point of
development.

51. Major Characteristics and Developmental
Changes:
• The infant knows the world through their
movements and sensations
• Children learn about the world through basic
actions such as sucking, grasping, looking, and
listening
• Infants learn that things continue to exist even
though they cannot be seen (object
permanence)
• They are separate beings from the people and
objects around them
• They realize that their actions can cause things
to happen in the world around them

52. • This is the 2nd major stage of development
• Children begin to do some mental thinking
rather than solving all problems through physical
skills
• Occurs during the preschool years
• Ages 2-7

53. Sub stages
Pre -
Conceptual
Intuitive

54. • Two sub-stages of preoperational:
– Pre-conceptual (2 to 4 yrs) :
• The child develops the ability to form mental symbols to
represent objects or events that are not present.
• The child shows the ability to imitate actions performed
earlier by adults.
• EGO – CENTRISM : In this stage, the child cannot think
beyond his own view.
She/he tends to assume that others see the world just
as he himself see it.

55. Intuitive (4 to 7 yrs):
– children are sometimes able to grasp a problem’s
solution by how they feel about it
• EX: If they are on the stairs and higher than a parent, they will
still feel that they are a small person and not really “taller”
than the parent

56. • Symbolic play is important in this stage of
development
• change things from the real world to dream world

57. • Language development is extremely important
in this stage:
– Articulation (making the sounds in language)
– Vocabulary (estimations below)
• 900 words at age 3
• 1,500 words at age 4
• 2,000 words at age 5

58. Major Characteristics and
Developmental Changes:
• Children begin to think symbolically and learn
to use words and pictures to represent objects.
• Children at this stage tend to be egocentric and
struggle to see things from the perspective of
others.
• While they are getting better with language
and thinking, they still tend to think about
things in very concrete terms.

59. • The child’s thought process is limited to real
events observed or the actual objects
operated by him.
• For eg: if a child is asked how to go to his
aunt’s house nearby, he may not be
able to explain the route; but he
will be able to lead us to his aunt’s
house.

60. Major Characteristics and
Developmental Changes
• During this stage, children begin to thinking logically
about concrete events.
• They begin to understand the concept of
conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for
example.
• Their thinking becomes more logical and organized,
but still very concrete.
• Children begin using inductive logic, or reasoning
from specific information to a general principle.

61. • The individual is able to transfer his learnt
knowledge from one situation to another.
• The individual follows the systematic
approach in solving the problems.
• Symbolic play is important in this
stage of development
• change things from the real world or
dreams

62. • The final stage of Piaget's theory involves an
increase in logic, the ability to use deductive
reasoning, and an understanding of abstract
ideas.
•  At this point, people become capable of seeing
multiple potential solutions to problems and
think more scientifically about the world around
them.

63. Major Characteristics and
Developmental Changes:
• At this stage, the adolescent or young adult begins
to think abstractly and reason about hypothetical
problems
• Abstract thought emerges
• Teens begin to think more about moral,
philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a
general principle to specific information

65. • Piaget's theory of cognitive
development helped add to our
understanding of children's intellectual
growth.
• It also stressed that children were not
merely passive recipients of knowledge.
• Instead, kids are constantly
investigating and experimenting as they
build their understanding of how the
world works. 65

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