Piaget's theory of cognitive development proposes that children progress through four discrete stages of development: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, the child demonstrates new cognitive abilities. Kohlberg's theory of moral development also outlines six stages through which individuals progress: obedience and punishment, individualism and exchange, interpersonal relationships, maintaining social order, social contract and individual rights, and universal principles. Both theories posit that development occurs through progressive stages and is influenced by biological maturation and experience.
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
This slide talks about Educational Cognitive Science, the Importance of cognitive science in education, Scope of educational cognitive science such as learning, intelligent technologies, reading research, educational practice, creativity, children's media, data mining, and e-learning
This slide talks about Educational Cognitive Science, the Importance of cognitive science in education, Scope of educational cognitive science such as learning, intelligent technologies, reading research, educational practice, creativity, children's media, data mining, and e-learning
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
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Paiget theory of cognitive development divided in to four stage
1.Sesorimotor stage
2.Preoperational stage
3.Concrete operational stage
4.Fpramal operational stage
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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.
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
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2. 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
parse, so it does not address learning of
information or specific behaviours.
It proposes discrete stages of development,
marked by qualitative differences, rather than a
gradual increase in number and complexity of
behaviours, concepts, ideas, etc.
3. How did Piaget develop his theory?
He was interested both in how children learnt
and in how they thought
Piaget studied children from infancy to
adolescence, and carried out many of his own
investigations using his three children.
4. Why Cognitive Development?
Development is therefore biologically based
and changes as the child matures
Cognition therefore develops in all children in
the same sequence of stages.
Cognitive Development is the emergence of
the ability to think and understand.
5. Stages of Cognitive Development
0-2 yrs. old
• Sensorimotor stage
2-7 yrs. old
• Preoperational stage
7-11 yrs. old
• Concrete stage
11- adult
• Formal stage
Piaget believed that these
stages are universal - i.e.
that the same sequence of
development occurs in
children all over the world,
whatever their culture.
6. SENSORIMOTOR
STAGE
0- 2 yrs. old
• During the early stages, infants are only aware of what is
immediately in front of them.They focus on what they see, what
they are doing, and physical interactions with their immediate
environment.
• Infants are using their senses to explore or to know the world
• infants begin to realize
that an object exists
even if it can no longer
be seen.This important
milestone -- known as
object permanence -- is a
sign that memory is
developing.
10-2 yrs.
• infants start crawling, standing,
and walking, their increased
physical mobility leads to increased
cognitive development.
• infants reach another important
milestone -- early language
development, a sign that they are
developing some symbolic abilities.
7. During this stage, young children are able to think
about things symbolically.Their language use
becomes more mature.They also develop
memory and imagination, which allows them to
understand the difference between past and future,
and engage in make-believe.
But their thinking is based on intuition and still not
completely logical.They cannot yet grasp more
complex concepts such as cause and effect, time,
and comparison.
PREOPERATIONAL
STAGE
2-7 yrs. old
8. CONCRETE STAGE (7-11 yrs. )
At this time, elementary-age and
preadolescent children demonstrate
logical, concrete reasoning.
Children's thinking becomes less egocentric and
they are increasingly aware of external events.They
begin to realize that one's own thoughts and feelings
are unique and may not be shared by others or may
not even be part of reality. Children also develop
operational thinking -- the ability to perform
reversible mental actions.
During this stage, however, most children
still can't tackle a problem with several
variables in a systematic way.
9. • Adolescents who reach this fourth stage
of intellectual development are able to
logically use symbols related to
abstract concepts, such as algebra
and science.They can think about
multiple variables in systematic ways,
formulate hypotheses, and consider
possibilities.They also can ponder
abstract relationships and concepts
such as justice.
• Although Piaget believed in lifelong
intellectual development, he insisted that
the formal operational stage is the final
stage of cognitive development, and
that continued intellectual
development in adults depends on
the accumulation of knowledge.
FORMAL
STAGE
11- adult
11. Lawrence Kohlberg
he agreed with Piaget’s theory of moral
development in principle but wanted to
develop his ideas further
Kohlberg told several dilemma stories and
asked many such questions to discover how
people reasoned about moral issues.
By studying the answers from children of
different ages to these questions ,Kohlberg
hoped to discover the ways in which moral
reasoning changed as people grew.
12. Stages Of Moral Development
•STAGE 1 OBEDIENCEAND
PUNISHMENT
•STAGE 2 INDIVIDUALISMAND
EXCHANGE
Level 1 PRE-
CONVENTIONAL
MORALITY
•STAGE 3 GOOD INTERPERSONAL
RELATIONSHIPS
•STAGE 4 MAINTAININGTHE SOCIAL
ORDER
Level 2
CONVENTIONAL
MORALITY
• Stage 5. Social Contract and
Individual Rights
• Stage 6: Universal Principles
Level 3 POST-
CONVENTIONAL
MORALITY
13. Level 1 - Pre-conventional morality
Authority is outside the individual and reasoning
is based on the physical consequences of actions.
• Stage 1. Obedience and Punishment
Orientation.
The child/individual is good in order to avoid
being punished. If a person is punished they
must have done wrong.
• Stage 2. Individualism and Exchange.
At this stage children recognize that there is not
just one right view that is handed down by the
authorities. Different individuals have different
viewpoints.
14. Level 2 - Conventional morality
Authority is internalized but not questioned and
reasoning is based on the norms of the group to
which the person belongs.
Stage 3. Good Interpersonal Relationships.
The child/individual is good in order to be seen as
being a good person by others.Therefore,
answers are related to the approval of others.
Stage 4. Maintaining the Social Order.
The child/individual becomes aware of the wider
rules of society so judgments concern obeying
rules in order to uphold the law and to avoid
guilt.
15. Level 3 Post-conventional morality
Individual judgment is based on self-chosen principles, and moral
reasoning is based on individual rights and justice.
Stage 5. Social Contract and Individual Rights.
The child/individual becomes aware that while rules/laws might exist for
the good of the greatest number, there are times when they will work
against the interest of particular individuals. The issues are not always
clear cut. For example, in Heinz’s dilemma the protection of life is more
important than breaking the law against stealing.
• Stage 6: Universal Principles.
People at this stage have developed their own set of moral guidelines
which may or may not fit the law. The principles apply to everyone. E.g.
human rights, justice and equality. The person will be prepared to act to
defend these principles even if it means going against the rest of society
in the process and having to pay the consequences of disapproval and or
imprisonment. Kohlberg doubted few people reached this stage.