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1. Session-
2017-18
Submitted To
Miss. Mukta Mani Sharmma
(Assistant Professor)
Education Department
Submitted By
Azeba Khan
B.ED 1st Year[Sec-A]
Roll no :42

3. Piaget (1896 - 1980)
 Swiss Psychologist, worked for
several decades on understanding
children’s cognitive development
 Most widely known theory of cognitive
development.
 Was intrigued by kids’ thoughts & behavior, &
worked to understand their cognitive development

4. Piaget: Background
 Young Piaget was incredibly precocious
 Published first paper at 10
 Wrote on mollusks, based on these writings was asked to
be curator of mollusks at a museum in Geneva (he
declined in order to finish secondary school)
 Earned his doctorate in natural sciences at 21
 Began to study psychology, applying intelligence tests to
school children

5. Constructivism
 Assumption that learning is an active process of
construction rather than a passive assimilation of
information or rote memorization.
 Credited for founding constructivism
 Has had a large influence on American schools

6. …Piaget and Constructivism
 Best known for idea that individuals construct their
understanding, that learning is a constructive process
 Active learning as opposed to simply absorbing info
from a teacher, book, etc.
 The child is seen as a ‘little scientist’ constructing
understandings of the world largely alone

7. ….Piaget & Constructivism
 believed all learning is constructed, whether it is
something we are taught or something we learn on
our own.
 Whether or not we are taught in a “constructivist”
manner, Piaget believed we are constructing
knowledge in all our learning.

8. Piaget & Learning
 Two main states – equilibrium & disequilibrium
 Believed that we are driven or motivated to learn when
we are in disequilibrium
 We want to understand things

9. Piaget & Learning
• Equilibration: assimilation & accommodation
• We adjust our ideas to make sense of reality
• Assimilation:
• process of matching external reality to an
existing cognitive structure.
• Accommodation:
• When there’s an inconsistency between the
learner’s cognitive structure & the thing being
learned the child will reorganize her thoughts

10. Example of Learning….

11. Constructivism, Learning, &
Education
 Not interested in applying his theory to school-
based education, he called this “The American
question”
 Constructivist educators create an environment
which encourages children to construct their own
knowledge.
 But according to Piaget, we construct our learning
regardless of how it is presented.

12. Piaget’s Stages of Cognitive Development
 A child’s capacity to understand certain concepts is
based on the child’s developmental stage

13. Piaget’s Four Stages
 Believed that all children develop according to
four stages based on how they see the world.
 He thought the age may vary some, but that we all go
through the stages in the same order.
1. Sensori-motor (birth –2 years)
2. Preoperational (~2-7)
3. Concrete operational (~7-11)
4. Formal operations (~12-15)

14. Sensorimotor Stage
 Birth to about 2 years, rapid change is seen
throughout
 The child will:
 Explore the world through senses & motor activity
 Early on, baby can’t tell difference between
themselves & the environment
 If they can’t see something then it doesn’t exist
 Begin to understand cause & effect
 Can later follow something with their eyes

15. Preoperational Stage
 About 2 to about 7
 Better speech communication
 Can imagine the future & reflect on the past
 Develop basic numerical abilities
 Still pretty egocentric, but learning to be able to delay
gratification
 Can’t understand conservation of matter
 Has difficulty distinguishing fantasy from reality (ex:
cartoon characters are real people).

16. …more preoperational
 Conservation of matter – understanding that
something doesn’t change even though it looks
different, shape is not related to quantity
 Ex: Are ten coins set in a long line more than ten
coins in a pile?
 Ex: Is there less water if it is poured into a bigger
container?

17. Piaget’s
Piaget’s
Pre
Pre-
-
Operational
Operational
Stage
Stage
Inability to understand
conservation of matter.

18. Concrete Operational Stage
 From about 7 to about 11
 Abstract reasoning ability & ability to generalize
from the concrete increases
 Understands conservation of matter

19. Formal Operations
 From about 12 to about 15
 Be able to think about hypothetical situations
 Form & test hypotheses
 Organize information
 Reason scientifically

20. … Piaget’s Development
 Development happens from one stage to another
through interaction with the environment.
 Changes from stage to stage may occur abruptly and
kids will differ in how long they are in each stage.
 Cognitive development can only happen after
genetically controlled biological growth occurs.

21. …Piaget’s Development
 Development leads to learning
 Drive for development is internal
 The child can only learn certain things when she is at the
right developmental stage
 Environmental factors can influence but not direct
development
 Development will happen naturally through regular
interaction with social environment

22. Piaget & Education
 Piaget did not think it was possible to hurry along or
skip stages through education
 Regardless, many American schools will try to teach to
the stages in an attempt to accelerate development

23. Problems with Piaget’s Theory
 Children often grasp ideas earlier than what Piaget
found
 Cognitive development across domains is
inconsistent (e.g. better at reading than math)
 Studies have shown that development can to some
degree be accelerated

25. Cognition
All the mental activities
associated with thinking,
knowing, and remembering
Children think differently than
adults do
Play “The Magic Years” (12:00)
 Segment #25 from Scientific American Frontiers DVD

26. Child’s Thinking

27. Jean Piaget (pee-ah-ZHAY)
 (1896–1980) Swiss psychologist who became
leading theorist in 1930’s
 Developmental psychologist who introduced a
4 stage theory of cognitive development
 Believed these stages were BIOLOGICAL
and occurred in same order but environment
& culture could change how fast we progress
through them.
 Believed that children actively try to make
sense out of their environment rather than
passively soaking up information about the
world.

28. Piaget’s Theory of
Cognitive Development
Piaget believed that “children are
active thinkers, constantly trying
to construct more advanced
understandings of the world”
These “understandings” are in the
form of structures he called
schemas

29. Schemas
Concepts or mental
frameworks that people use
to organize and interpret
information
Sometimes called schemes
A person’s “picture of the
world”

30. Assimilation
Interpreting a new
experience within the
context of one’s existing
schemas
The new experience is
similar to other previous
experiences

31. Accommodation
Interpreting a new experience
by adapting or changing one’s
existing schemas
The new experience is so
novel the person’s schemata
must be changed to
accommodate it

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

33. Piaget’s Approach
Primary method was to ask children
to solve problems and to question
them about the reasoning behind their
solutions
Discovered that children think in
radically different ways than adults
Proposed that development occurs as
a series of ‘stages’ differing in how
the world is understood

34. Piaget’s 4 Cognitive
Developmental Stages
1. Sensorimotor stage,
 from birth to age 2
2. Preoperational stage,
 from age 2 to age 7
3. Concrete operational stage,
 from age 7 to age 11
4. Formal operational stage,
 begins during adolescence and continues into
adulthood.
5. Each new stage represents a fundamental shift in
how the child thinks and understands the world

35. Sensorimotor Stage (birth – 2)
 Information is gained directly
through the senses and motor
actions
 In this stage child perceives and
manipulates but does not reason
 Symbols become internalized
through language development
 Object permanence is acquired -
the understanding that an object
continues to exist even if it can’t
be seen

36. Object Permanence
 The awareness that things continue to exist even when
they cannot be sensed
 Occurs as babies gain experience with objects, as their
memory abilities improve, and as they develop mental
representations of the world, which Piaget called
schemas
 Before 6 months infants act as if objects removed from
sight cease to exist
 Can be surprised by disappearance/reappearance of a
face (peek-a-boo)
 “Out of sight, out of mind”

37. Object Permanence

38. Preoperational Stage (2–7 years)
 The word operations refers to logical, mental activities; thus,
the preoperational stage is a prelogical stage
 Children can understand language but not logic
 Emergence of symbolic thought - ability to use words,
images, and symbols to represent the world.
 Centration - tendency to focus, or center, on only one aspect
of a situation, usually a perceptual aspect, and ignore other
relevant aspects of the situation
 Egocentrism - inability to take another person’s perspective or
point of view
 Lack the concept of conservation - which holds that two equal
quantities remain equal even if the appearance of one is
changed, as long as nothing is added or subtracted
 Irreversibility - child cannot mentally reverse a sequence of
events or logical operations back to the starting point

39. Egocentrism
The child’s inability to take another
person’s point of view
Child on the phone says, “See
the picture I drew for you
Grandpa!” and shows the picture
to the phone.
Includes a child’s inability to
understand that symbols can
represent other objects

40. Conservation
An understanding that
certain properties remain
constant despite changes in
their form
The properties can include
mass, volume, and
numbers.

41. Conservation
Number
In conservation of number tests, two
equivalent rows of coins are placed side
by side and the child says that there is the
same number in each row. Then one row is
spread apart and the child is again asked if
there is the same number in each.

42. Conservation
• Length
In conservation of length tests, two
same-length sticks are placed side by
side and the child says that they are the
same length. Then one is moved and the
child is again asked if they are the same
length.

43. Conservation
• Substance
In conservation of substance tests, two
identical amounts of clay are rolled into similar-
appearing balls and the child says that they
both have the same amount of clay. Then one
ball is rolled out and the child is again asked if
they have the same amount.

44. Conservation

45. Types of Conservation Tasks

46. Concrete Operational Stage
(7–12 years)
 Ability to think logically about concrete
objects and situations
 Child can now understand conservation
 Classification and categorization
 Less egocentric
 Inability to reason abstractly or
hypothetically

47. Formal Operational Stage
(age 12 – adulthood)
 Ability to think logically about abstract principles and
hypothetical situations
 Hypothetico-deductive reasoning (What if…. problems)
 Adolescent egocentrism illustrated by the phenomenon
of personal fable and imaginary audience

48. Cognitive Development
Play “Infant Cognitive
Development” (7:14)
Segment #14 from The
Mind: Psychology Teaching
Modules (2nd edition)

49. Assessing Piaget’s Theory
 Scientific research has supported Piaget’s most
fundamental idea: that infants, young children,
and older children use distinct cognitive abilities
to construct their understanding of the world
BUT…
 Piaget underestimated the child’s ability at
various ages.
 Piaget confused motor skill limitations with
cognitive limitations in assessing object
permanence during infancy.
 Piaget’s theory doesn’t take into account culture
and social differences.

50. Critique of Piaget’s Theory
 Underestimates children’s abilities
 Overestimates age differences in thinking
 Vagueness about the process of change
 Underestimates the role of the social
environment
 Lack of evidence for qualitatively different
stages
 Some adults never display formal
operational thought processes outside their
area of expertise

51. Information-Processing Perspective
 Focuses on the mind as a system, analogous
to a computer, for analyzing information from
the environment
 Focuses on the development of fundamental
mental processes, such as attention,
memory, and problem solving
 Developmental improvements reflect
 increased capacity of working memory
 faster speed of processing
 new algorithms (methods)
 more stored knowledge

52. Cross-Cultural Viewpoint
Cross-cultural studies show that
cognitive development is strongly
influenced by the skills that are
valued and encouraged in a
particular environment