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Piaget’sCognitiveDevelopmentalTheory

UniversityofHawaiiWestO’ahu

KarieMaxwellEDEF201UHWOEmail:karie4@haawaii.edu

Contact1.  Flavell,J.H.(1996).Piaget'sLegacy.7(4),200-202.2.  FlavellJH(1963).ThedevelopmentalPsychologyofJeanPiaget.NewYork:VanNostrand.3.  PiagetJ(1994).CognitiveDevelopmentinchildren:PiagetDevelopmentandLearning,J.Res.inSci.Teaching,1964,2:176-186.

References

Piaget’s(1936)cognitivedevelopmentaltheorylooksatdifferentdevelopmentstagescategorizedbyage.Workingwithasixthgradeclasstowardstheendoftheschoolyear,thetargeteddevelopmentalstagesobservedareconcreteoperationalandthebeginningofformaloperational.Studentswereobservedinasciencesetting,specificallyasciencefairproject.Therearelessonsthestudentshadinordertohelpthembetterunderstandhowtheywouldimplementthoseideasintotheirownprojects.Asconcreteoperationallearners,theyareabletoconcretelyunderstandthelessonindependently,butattheformaloperationalstage,theyareabletototakethatlessonanduseabstract,theoretical,andhypotheticalthinkingtoturnitintoapartoftheirproject.

Abstract

InstructionsforassignmentThestudentsweregiventhesepaperswiththeinstructiontolayoutthestepsofmakingaPB&Jsandwichasdetailedaspossiblesothatsomeonewhohasneverevenheardofasandwichwouldbeabletocorrectlymakeonebasedofftheirinstructionalone.Iinstructedthemtobesodetailedandliteralthattheyhavetowritethestepofscoopingoutthejellywithoutassumingthatthereaderwouldhavethecommonsensetotakeoutthejellyfromthejar.Iftheinstructionistoplacepeanutbutteronthebread,assumethereaderwouldplacetheentirejaronthebread.Bespecificenoughthatthereisnoquestiontowhatneedstohappenineachstep.Ialsoshowedthemavideoofateacherfollowinghisstudentsinstructiontothissameassignment,andallthesimpletasksleftoutsotheteacherendedupwithanythingotherthanasandwich.Thestudentshadagreatexampletofollow,andwerelefttobeasdetailedaspossible.SampleA-ThestudentwhocompletedthissamplewasabletothinkabstractlywithvisualizationoftheprocessofcreatingaPB&Jsowellthattheirstep-by-stepinstructionswereverythoroughanddetailedproperlyfromthebeginningtotheend.ThisshowsthatthestudentisthinkingintheformaloperationalstageofPiaget’scognitivetheory.

Theory

Z

DataSamples

SampleB-ThisstudentseemedtohavebeenthinkingconcretelyabouttheprocessofmakingaPB&J,andwasverydetailed.However,thisstudentcouldn’tseparatethedirectionsappropriately.Forexample,inonestep,herdirectionsweretograbtheknives,peanutbutter,andjellyaswellasscoopingoutthepeanutbutterandspreadingitonthebread.Notbeingabletoseparatethedirectionsintodifferentstepsandnotbeingspecificenoughasinstructed(somethingsimplelike;placetheknifedown,thenopenthejar,andplacethelidontheside)showsthestudentisquiteattheformaloperationaldevelopmentalstageyet.Though,Ibelievesheisalmostthere,becauseherthoughprocesswasclearlystatedandwasverydetailed,justnotasmuchaswasrequiredinthisspecificlesson.Iwouldsaythisstudentinintheconcreteoperationalstageonherwaytoformaloperational.StudentC-Thisstudentworkisanexcellentexampleofastudentwhoisinthebeginningoftheconcreteoperationalstage.HewasabletolayoutthestepstomakingaPB&Jintosections,meaninghewasabletoabstractlythinkabouttheprocesswithouthavingitinfrontofhim,andbreakitapartintosmallsteps.However,theinstructionsofthisassignmentweretobeasdetailedaspossible,includingsimpletasksthatwewouldn’tusuallythinkabout.Forexample,heputscoopingoutthejellyandthenscoopingoutthepeanutbutter.IfIhadcompletedthetaskashehadwrittentheinstruction,Iwouldhaveendedupwithtwoknivesinmyhandsatthesametimewithpeanutbutterandjellyonthem,whentheyshouldhavebeensplitupwiththestepofspreadingthepeanutbutterbeforeevenscoopingthejelly.Thisstudenthasmorecognitivedevelopmenttogobeforereachingformaloperationalregardlessofhisage.

Results/Discussioncont.

Ithasbeenthoughtthatthelevelofapersonsintelligencehastodowithmainlybiologicaltraits.ThroughPiaget’stheory,ithasbecomeclearthatanindividualsintelligenceisbasedoffwheretheyareintheircognitivedevelopment.JustbecausestudentCdidn’tcompletetheassignmentwithalloftherequiredinformation,doesnotmeanthatheisanylesssmartthantheothertwostudentswhoincludedmoredetailedinformation,itjustmeansheisnotascognitivelydevelopedasthemyetinthistopic/area.Generally,studentsaregroupedintodevelopmentalstagesbasedoffage,howeveritdoesnotrestrictthemfrombeinginanyotherdevelopmentalstage.ThestudentswhoItooksamplesfromareallinthesameclassandsameage,buttheyareintwodifferentcognitivedevelopmentalstages,concreteoperationalandformaloperational.

ImplicationsforTeaching

In Piaget’s 1936 developmental theory, there are 4 different stages broken down by age groups. However, for this grade level, it is more zoned in on the concrete operational and formal operational stage, though all developmental stages are being used Stage 1: Sensorimotor Age 0-2 years Coordination of senses with motor response, sensory curiosity about the world. Language used for demands and cataloguing. Object permanence developed. Stage 2: Preoperational Age 2-7 years Symbolic thinking, use of proper syntax and grammar to express full concepts. Imagination and intuition are strong, but complex abstract thought still difficult. Conservation developed. Stage 3: Concrete Operational Age 7-11 years Concepts attached to concrete situations. Time, space and quantity are understood and can be applied, but not as independent concepts. Stage 4: Formal Operations Age 11+ years Theoretical, hypothetical, and counterfactual thinking. Abstract logic and reasoning. Strategy and planning become possible. Concepts learned in one context can be applied to another.

Results/Discussion

A

B

C