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Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment.Piaget was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers to the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children.Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.What Piaget wanted to do was not to measure how well children could count, spell or solve problems as a way of grading their I.Q.
What he was more interested in was the way in which fundamental concepts like the very idea of, time, quantity, and so on emerged.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 are based.Piaget's Theory Differs From Others In Several Ways:Piaget's Theory Differs From Others In Several Ways.
There Are Three Basic Components To Piaget's Cognitive Theory:.(building blocks of knowledge). Adaptation processes that enable the transition from one stage to another.:. sensorimotor,. preoperational,. concrete operational,.
formal operational.SchemasSchemasImagine what it would be like if you did not have a mental model of your world. It would mean that you would not be able to make so much use of information from your past experience or to plan future actions.Schemas are the basic building blocks of such cognitive models, and enable us to form a mental representation of the world. Piaget (1952, p. 7) defined a schema as:'a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.' In more simple terms Piaget called the schema the basic building block of intelligent behavior a way of organizing knowledge.
Assimilation and AccommodationAssimilation and AccommodationJean Piaget (1952; see also Wadsworth, 2004) viewed intellectual growth as a process of adaptation (adjustment) to the world. This happens through:.AssimilationAssimilation Which is using an existing schema to deal with a new object or situation.AccommodationAccommodation This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.EquilibrationEquilibration This is the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds.Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation).Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation).
Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it.Example of AssimilationExample of AssimilationA 2-year-old child sees a man who is bald on top of his head and has long frizzy hair on the sides. The formal operational stage begins at approximately age eleven and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, and logically.Educational ImplicationsEducational ImplicationsPiaget (1952) did not explicitly relate his theory to education, although later researchers have explained how features of Piaget's theory can be applied to teaching and learning.Piaget has been extremely influential in developing educational policy and teaching practice. For example, a review of primary education by the UK government in 1966 was based strongly on Piaget’s theory.
The result of this review led to the publication of the (1967).Discovery learning – the idea that children learn best through doing and actively exploring - was seen as central to the transformation of the primary school curriculum.' The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress - teachers should 'not assume that only what is measurable is valuable.' Because Piaget's theory is based upon biological maturation and stages, the notion of 'readiness' is important. Readiness concerns when certain information or concepts should be taught. According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage of cognitive development.According to Piaget (1958), assimilation and accommodation require an active learner, not a passive one, because problem-solving skills cannot be taught, they must be discovered.Within the classroom learning should be student-centered and accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition. Therefore, teachers should encourage the following within the classroom:o Focus on the process of learning, rather than the end product of it.o Using active methods that require rediscovering or reconstructing 'truths.'
O Using collaborative, as well as individual activities (so children can learn from each other).o Devising situations that present useful problems, and create disequilibrium in the child.o Evaluate the level of the child's development so suitable tasks can be set.Critical EvaluationCritical EvaluationSupportSupport. The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children.He was an inspiration to many who came after and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased our understanding of cognitive development.
His ideas have been of practical use in understanding and communicating with children, particularly in the field of education (re: Discovery Learning).CriticismsCriticisms. Are the stages real? And would rather not talk about stages at all, preferring to see development as a continuous process. Others have queried the age ranges of the stages. Some studies have shown that progress to the is not guaranteed.For example, Keating (1979) reported that 40-60% of college students fail at formal operation tasks, and Dasen (1994) states that only one-third of adults ever reach the formal operational stage. 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.Dasen (1994) cites studies he conducted in remote parts of the central Australian desert with 8-14 year old Aborigines. He gave them conservation of liquid tasks and spatial awareness tasks.
He found that the ability to conserve came later in the aboriginal children, between aged 10 and 13 ( as opposed to between 5 and 7, with Piaget’s Swiss sample).However, he found that spatial awareness abilities developed earlier amongst the Aboriginal children than the Swiss children. Such a study demonstrates cognitive development is not purely dependent on maturation but on cultural factors too – spatial awareness is crucial for nomadic groups of people., a contemporary of Piaget, argued that social interaction is crucial for cognitive development. According to Vygotsky the child's learning always occurs in a social context in co-operation with someone more skillful (MKO).
This social interaction provides language opportunities and language is the foundation of thought. Piaget’s methods (observation and clinical interviews) are more open to biased interpretation than other methods. Piaget made careful, detailed naturalistic observations of children, and from these he wrote diary descriptions charting their development.
He also used clinical interviews and observations of older children who were able to understand questions and hold conversations.Because Piaget conducted the observations alone the data collected are based on his own subjective interpretation of events. It would have been more reliable if Piaget conducted the observations with another researcher and compared the results afterward to check if they are similar (i.e., have inter-rater reliability).Although clinical interviews allow the researcher to explore data in more depth, the interpretation of the interviewer may be biased. For example, children may not understand the question/s, they have short attention spans, they cannot express themselves very well and may be trying to please the experimenter. Such methods meant that Piaget may have formed inaccurate conclusions. As several studies have shown Piaget underestimated the abilities of children because his tests were sometimes confusing or difficult to understand (e.g., 1975).Piaget failed to distinguish between competence (what a child is capable of doing) and performance (what a child can show when given a particular task).
When tasks were altered, performance (and therefore competence) was affected. Therefore, Piaget might have underestimated children’s cognitive abilities.For example, a child might have object permanence (competence) but still not be able to search for objects (performance). When Piaget hid objects from babies he found that it wasn’t till after nine months that they looked for it. However, Piaget relied on manual search methods – whether the child was looking for the object or not.Later, research such as Baillargeon and Devos (1991) reported that infants as young as four months looked longer at a moving carrot that didn’t do what it expected, suggesting they had some sense of permanence, otherwise they wouldn’t have had any expectation of what it should or shouldn’t do. The concept of schema is incompatible with the theories of Bruner (1966) and Vygotsky (1978). Would also refute Piaget’s schema theory because is cannot be directly observed as it is an internal process.
Etapas Del Desarrollo Piaget Pdf 2
Therefore, they would claim it cannot be objectively measured. Piaget studied his own children and the children of his colleagues in Geneva in order to deduce general principles about the intellectual development of all children. Not only was his sample very small, but it was composed solely of European children from families of high socio-economic status. Researchers have therefore questioned the generalisability of his data.
For Piaget, language is seen as secondary to action, i.e., thought precedes language. The Russian psychologist (1978) argues that the development of language and thought go together and that the origin of reasoning is more to do with our ability to communicate with others than with our interaction with the material world. How to reference this article:How to reference this article:McLeod, S. (2018, June 06). Jean Piaget's theory of cognitive development. Simply Psychology. Style ReferencesAPA Style ReferencesBaillargeon, R., & DeVos, J.
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