Jean Piaget's Cognitive Developemnt Theory
•
200 likes•39,842 views
Jean Piaget was a Swiss psychologist who studied childhood development and learning. He observed that children's cognitive development occurs in four distinct stages: sensorimotor, preoperational, concrete operational, and formal operational. Each stage is characterized by developing skills and ways of thinking. Piaget's theory emphasizes how children actively construct their own knowledge through hands-on learning and interacting with the environment. His work has provided insights into how children learn best at different ages.
Jean Piaget's Cognitive Developemnt Theory
- 1. “Intelligence is what you use when you don’t know what to do.”
- 2. Who is Jean Piaget? A Biographical Summary
- 5. Schema the cognitive structure by which individuals intellectually adapt to and organize their environment
- 6. Assimilation the process of fitting new experience into an existing created schema
- 7. Accommodation the process of creating a new schema
- 8. Equilibration achieving proper balance between assimilation and accommodation.
- 12. Object Permanence – ability attained in this stage where he knows that an object still exists even when out of sight
- 14. Symbolic Function – the ability to represent objects and events
- 15. Egocentrism – the tendency of a child to only see his point of view and assume that everyone else also has his same point of view
- 16. Centration – the tendency of the child to only focus on one thing or event and exclude other aspects
- 17. Lack of Conservation – the inability to realize that some things remain unchanged despite looking different
- 18. Irreversibility – Pre-operational children still have the inability to reverse their thinking.
- 19. Animism – the tendency of the child to attribute human like traits to inanimate objects.
- 20. Realism – believing that psychological events, such as dreams, are real
- 21. Transductive reasoning – reasoning that is neither inductive nor deductive, reasoning that appears to be from particular to particular.
- 23. Principle Application Use concrete and visual aids to illustrate lessons and help children understand what is being presented. • Use physical illustrations • Use drawings and illustrations.
- 24. Principle Application Make instructions relatively short, using actions as well as words, to lessen likelihood that the learners will get confused. • After giving instructions, ask a learner to demonstrate them as a model for the rest of the class. • Explain a game by acting out the part of a participant
- 25. Principle Application Do not expect the students to find it easy to see the world from someone else’s perspective since they are likely to be very egocentric at this point. • Avoid lessons about worlds too far from the child’s own experience. • Discuss sharing from the child’s own experience.
- 26. Principle Application Give children a great deal of physical practice with the facts and skills that will serve as building blocks for later development. • Use cut out letters to build words • Avoid overuse of workbooks and other paper-and-pencil tasks.
- 27. Principle Application Encourage the manipulation of physical objects that can change in shape while retaining a constant mass, giving the learners a chance to move toward understanding of conservation and two- way logic needed in the next stage. • Provide opportunities to play with clay, water, or sand. • Engage learners in conversations about the changes the students are experiencing when manipulating objects.
- 28. Principle Application Provide many opportunities to experience the world in order to build a foundation for concept learning and language • Take field trips. • Use and teach words to describe what they are seeing, doing, touching, tasting, etc. • Discuss what they are seeing on TV.
- 30. Decentering – the ability of the child to perceive the different features of objects and situations
- 31. Reversibility – the ability of the child to follow that certain operations can be done in reverse. 8 + 5 = 13, therefore , 5+8 = 13
- 32. Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance.
- 33. Seriation – the ability to arrange things in a series based on one dimension such as weight, volume, size, et c.
- 35. Principle Application Continue to use concrete props and visual aids, especially when dealing with sophisticated material. • Provide timelines for history lessons. • Provide three- dimensional models in science. • Demonstrate simple scientific experiments in which the students can participate
- 36. Principle Application Continue to give students a chance to manipulate objects and test out their ideas. • Show craftwork to illustrate daily occupations of people of an earlier period.
- 37. Principle Application Make sure that lectures and readings are brief and well organized. • Use materials that present a progression of ideas from step to step. • Have students read short stories or books with short, logical chapters, moving to longer reading assignments only when the students are ready.
- 38. Principle Application Ask students to deal with no more than 3 or 4 variables at a time • Require readings with a limited number of characters. • Demonstrate experiments with a limited number of steps.
- 39. Principle Application Use familiar examples to help explain more complex ideas so students will have a beginning point for assimilating new information. • Compare students’ own lives with those of the characters in a story. • Use story problems in mathematics.
- 40. Principle Application Give opportunities to classify and group objects and ideas on increasingly complex levels. • Give students separate sentences on slips of paper to be grouped into paragraphs. • Use outlines, hierarchies, and analogies to show the relationship of unknown material to already acquired knowledge.
- 41. Principle Application Present problems which require logical, analytical thinking to solve. • Provide materials such as Mind Twisters, Brain teasers, and riddles. • Focus discussions on open-ended questions which stimulate thinking.
- 43. Hypothetical Reasoning – ability to come up with different hypothesis about a problem and weigh data to make judgement.
- 44. Analogical reasoning – ability to perceive the relationship in one instance and use that relationship to narrow down possible answers in similar problems.
- 46. Deductive reasoning – ability to think logically by applying a general rule to a particular situation.
- 47. Principle Application Continue to use many of the teaching materials appropriate for students at the concrete operational stage. • Use visual aids such as charts and illustrations, as well a simple but somewhat more sophisticated graphs and diagrams. • Use well-organized materials that offer step- by-step explanations.
- 49. Principle Application Give students an opportunity to explore many hypothetical questions • Provide students opportunities to discuss social issues. • Provide consideration of hypothetical “other worlds”.
- 50. Principle Application Encourage students to explain how they solve problems. • Make sure that at least some of the tests you give ask for more than rote memory or one final answer; essay questions, for example, might ask students to justify two different positions on an issue.
- 51. Principle Application Whenever possible, teach broad concepts, not just facts, using materials and ideas relevant to the students • Use lyrics from popular music to teach poetic devices, to reflect social problems, and so on.
- 52. The reporter is now ready for questions and any violent reactions…