Transcript Putting Piaget Into Practice

Piaget’s
Perspective
By:
Sheila Blocher
Krista Bowen
Leah Doughman
Cognitive-Stage Theory
• Jean Piaget (1896-1980) was a Swiss
theoretician who applied his broad knowledge of
biology, philosophy, and psychology to
observations of children.
• Piaget developed his cognitive learning theory to
explain how children think.
• Piaget believed that the core of intelligent
behavior was an inborn ability to adapt to the
environment.
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Cognitive-Stage Theory
• Piaget believed that cognitive growth
occurs due to adaptation, a two-step
process of assimilation and
accommodation.
• Assimilation is the process of taking in
new information about the world.
• Accommodation is the process of
changing one’s ideas to include the new
information.
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Cognitive-Stage Theory
• Piaget believed that development occurs
in stages and that each stage builds the
foundation for the next stage.
• According to Piaget, all people go through
the same stages in the same order but at
different times. Therefore, the ages for
each stage are approximate.
• There are four stages in Piaget’s theory.
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Sensorimotor Stage
• This is the first stage of development
according to Piaget.
• It lasts from birth to around age two.
• In this stage, infants construct an
understanding of the world by coordinating
sensory experiences with physical motor
actions.
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Sensorimotor Stage
• Babies change from responding primarily
through reflexes to becoming goaloriented toddlers.
• One important concept developed during
this stage is object permanence (the
realization that objects and people
continue to exist even when out of sight).
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Preoperational Stage
• This is the second stage of development.
• The preoperational stage is from the age of
two to seven years.
• The most important development at this time
is language.
• Children develop an internal representation of
the world that allows them to describe
people, events, and feelings.
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Characteristics of the
Preoperational Stage
• The child is quite egocentric during this stage. The
egocentric behavior improves as the child moves toward
the concrete stage.
• The child begins to use verbal representation. An
example is: My sister is your daughter.
• During this stage, the child also begins to grasp
symbolism. An example may be a refrigerator box can
be a pirate ship.
• Child struggles with laws of conservation. For example, a
child may say there is more orange juice in a tall skinny
glass than a short fat glass.
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Study Involving Preoperational
Concepts
• Researchers Jennifer Cooper and Roberts Schlesser researched
the achievement gap in mathematics in African American and
Caucasian kindergarten and first grade students.
• African American students scored significantly lower than Caucasian
students on subtests of math fluency and applied problems.
• Students in the transitional stage scored lower than students in the
preoperational and concrete stage.
• Teachers should spend more time teaching concepts such as
conservation and classification instead of rote memorization.
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Concrete Operational Stage
• This is the third stage of development
according to Piaget.
• It occurs between the ages of seven and
eleven.
• The individual can reason logically about
concrete events and classify objects into
sets.
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Concrete Operational Stage
• During this stage the child begins to develop
the ability to think abstractly.
• The child is also able to make rational
judgments, which in the past they would need
to manipulate things physically to understand.
• During this stage the child is able to ask
questions and explain things back to
someone. (Piaget’s Cognitive Stages)
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Concrete Operational Stage
• During this stage, children are in transition in
regards to moral reasoning.
• They are showing features that they are in the
moral reasoning stage (ages 7 to 10).
• Around the age of 10, children begin to progress
into the autonomous morality stage.
• In this stage, children become aware that rules
and law are created by people. They also begin
to consider intentions as well as consequences.
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Formal Operational Stage
• This is the final stage of development
according to Piaget.
• It occurs between the ages of 11 and
15.
• Individuals move beyond concrete
experiences and are able to think
more abstractly.
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Formal Operational Stage
• Individuals in this stage think more
logically.
• When solving problems, they form and test
hypotheses.
• Individuals begin to compare things to the
ideal.
• They can see infinite possibilities.
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Bibliography
•
Acredolo,C. (1997). Understanding piaget's new theory requires assimilation and
accommodation. Human Development, 40(4), 235-237. Retrieved from
http://proquest.umi.com.ts.isil.westga.edu/pqdweb?index=7&sid=2&srchmode=2&vinst=PR
OD&fmt=6&startpage=1&clientid=30336&vname=PQD&RQT=309&did=17465631&scaling
=FULL&ts=1287432119&vtype=PQD&rqt=309&TS=1287432383&clientId=30336
•
Cooper, J., & Schleser, R.. (2006). Closing the Achievement Gap: Examining the role of cognitive
developmental level in academic achievement. Early Childhood Education
Journal, 33(5), 301-306. Retrieved from
http://proquest.umi.com.ts.isil.westga.edu/pqdweb?index=0&did=2142193351&SrchMode=
2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1287329469
&clientId=30336
•
Loose Leaf Library Springhouse Corporation. (1990). Retrieved from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm
•
Papalia, D.E., and Olds, S.W. (1993). A child’s world: infancy through adolescence. New York:
McGraw-Hill.
•
Santrock, J.W. (2008). Essentials of life-span development. Boston: McGraw-Hill.
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