This document summarizes Jean Piaget's theory of cognitive development. It outlines the four stages of development according to Piaget: sensorimotor, preoperational, concrete operational, and formal operational. It also describes Piaget's concepts of schemas, assimilation, accommodation, and equilibration. Examples are provided to illustrate how children think during the preoperational stage regarding concepts like conservation. The document concludes with discussing strengths and weaknesses of Piaget's theory and how his ideas can be applied in the classroom.
LEARNING AND COGNITIVE THEORIES OF LEARNINGR.A Duhdra
After studying this presentation students will be able to
Define learning
Describe cognitive theories of learning
Describe experiments that lead to the theories of associative learning
Describe how teachers can use learning theories to help students learn complex skills.
Relate the importance of conditioning learning
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
LEARNING AND COGNITIVE THEORIES OF LEARNINGR.A Duhdra
After studying this presentation students will be able to
Define learning
Describe cognitive theories of learning
Describe experiments that lead to the theories of associative learning
Describe how teachers can use learning theories to help students learn complex skills.
Relate the importance of conditioning learning
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
piaget theory of cognitive development(Prepared by sanjog Macwan)sanjog macwan
Paiget theory of cognitive development divided in to four stage
1.Sesorimotor stage
2.Preoperational stage
3.Concrete operational stage
4.Fpramal operational stage
During this stage child thinking ,understanding and mentally development occur.....
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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.
Piaget's cognitive development stages and maslow's hierarchy of needs
Piaget
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TEFL
2013
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2013
MA
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Piagetian cognitive
development theory
EDU Psycho
Prepared By:
Naima SELLAM Supervised By:
Rahma KAFFA Dr.Youssef Tamer
2. The outline
I _ Introduction
II_ Piaget’s cognitive processes
III_ Cognitive Development Stages
IV_ How to apply Piaget’s theory
in the classroom?
V_ Evaluation of Piaget's Theory
Conclusion
3. II_ How we gain knowledge:
Piaget’s Cognitive Processes
• Schemas: describes both the mental and physical
actions involved an understanding
And knowing the world. Schemas are categories of
knowledge that help us to interpret and understand the
world.
In Piaget’s view, a schema includes both a category of
knowledge and the process of obtaining that
knowledge. As experiences happen, this new
information is used to modify, add or change
previously existing schemas.
4. • Assimilation: The process of taking in new
information into our previously existing schemas is
known as assimilation. This process is subjective
because we tend to modify experience or
information to fit it with our pre-existing beliefs.
• Accommodation: It involves altering or changing
existing schemas or ideas as a result of new
information or new experience. New schemas may
be also be developed during this process.
5. • Equilibration: Piaget believed that all children try to
strike a balance between assimilation and
accommodation, which is achieved through a
mechanism called equilibration. As children progress
through the stages of cognitive development, it’s
important to maintain a balance between applying
previous knowledge –assimilation- and changing
behaviour to account for new knowledge –
accommodation-.
• Equilibration helps us to explain how children are able
to move from one stage of thought into the next.
6. • Cognitive development is a complex
process comprising three main concepts:
Assimilation, accommodation and
equilibration. All three are associated with
the formation and modification of
schemata in order to attain a balanced
sense of understanding of the external
world.
7.
8. Processes Example
Angie who has never seen anything
Schemata fly but birds thinks that all flying
objects are birds.
Assimilation Seeing an airplane flying prompts
the child to call it a bird.
Start
Accommodation Child experiences conflict upon
realizing that the new bird has no
feathers. Concludes it is not a bird
and asks for the proper term or
invents a name. Equilibrium
restored.
Organization Forms hierarchical scheme
consisting of a super ordinate class
(flying objects) and two
Finish subordinate classes (birds and
airplanes).
9. III_ Piaget’s stages of cognitive
development
• According to Piaget, a child’s development
progresses through 4 qualitative stages and
an invariant developmental sequence-
universal pattern of development, which
are:
– The Sensorimotor Stage (Birth to 2 Years)
– The Preoperational Stage (2 to 7 Years)
– The Concrete-Operational Stage (7 to 11 Years)
– The Formal-Operational Stage (11-12 Years and
Beyond)
10.
11. 1- Sensori-Motor Stage
(0-2 years)
• Sensory contact understanding.
• The child explores the world surrounding
them using his/her senses
• During this first stage, children learn
entirely through the movements they make
and the sensations that result.
12. Object permanence………
• Initially the baby cannot understand an
object exists out of sight.
• As the baby reaches around 7/8 months a
child will begin to understand the
object/person still exists when out of sight.
13. 2- Pre-Operational stage
(2-7yrs old)
• The child can understand the use of
symbols and language.
• This is an example of symbolic thinking.
I.E pretend play.
• Language is now understood.
14. Development of……..
• Animism…child understands ‘bad table’,
believes inanimate objects have feelings as
they do.
• Egocentricism…Can only see the world
from their own point of view
• Centration...involves focusing attention
(centring)upon only one feature of a
situation and ignoring others.
• Conservation.
26. 3- Concrete Operational Stage
(7-11 years)
• The children are now able to conserve,
• They understand that although the
appearance has changed the thing itself
does not.
• Think logically about concrete events.
27. 4- Formal Operational Stage
(11- 16 years )
• Most of previous characteristics discussed have
now developed.
• The child shows logical thinking and is able to
work through abstract problems and use logic
without the presence of concrete manipulation.
• E.g. If Kelly is taller than John and John is taller
than Pete who is the tallest? This is an example
of inferential reasoning.
28. How to apply Piaget’s theory in
the classroom?
• In the classroom, the teacher should base
instructional delivery, classroom management
and assessments on schemes the students
already know.
• Children should be given assignments which
are hands on, something that they can
physically do and experiment with. They
should be able to see and touch the project at
hand.
29. • Piaget recommended that teachers should take
an active, mentoring role towards students.
Instead of pushing information at students
while they sit and listen passively, share the
learning experience and encourage students to
be active and engaged.
• Allow students to learn from their mistakes,
Piaget believed that children develop
knowledge about the world through trial and
error.
30. • The teacher should focus on the process as
well as the result. Instead of focusing on
having one right answer, pay attention to the
many different steps it take to reach a finished
product.
• Respect each student’s individual interests
and abilities. Different children reach
developmental stages at different times, rather
than pressuring every child to adapt to one
learning style, the teacher should pay
attention to each child’s developmental stages
and adapt the lesson accordingly.
31. • Piaget encouraged independent, hands-on
learning and opportunities for discovery.
• So, the teacher should plan a variety of
class activities that accommodate different
learning styles, such as visual, kinaesthetic
and auditory.
33. Strengths
•Active rather than passive view of the
child.
• Changed the methods of studying
children.
• Inspiration
•Tasks.
34. Weaknesses
• Piaget carried out his studies with a
handful of participants – in the early
studies he generally used his own children
(small / biased sample).
• As several studies have shown Piaget
underestimated the abilities of children
because his tests were sometimes
confusing or difficult to understand
35. • Because Piaget concentrated on the
universal stages of cognitive development
and biological maturation, he failed to
consider the effect that the social
setting and culture may have on cognitive
development (re: Vygotsky).
• Are the stages real? Vygotsky and Bruner
would rather not talk about stages at all,
preferring to see development as
continuous.
36.
37. Refferences
• Psychology for teachers by : David
Fantana
• Piaget’s Cognitive Theory
• Cognitive Development Today Piaget and
hic critics by: Peter Southerland
Editor's Notes
Piaget was the 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. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. 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.
The Piaget stages of development describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge.
They learn: -Because they don't yet know how things react, they're constantly experimenting with activities such as shaking or throwing things, putting things in their mouths. that they exist separately from the objects and people around them that they can cause things to happen that things continue to exist even when they can't see them
-At about age 7 to 9 months, 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. -In older infants, when a toy is covered the child will actively search for the object, realizing that the object continues to exist.