*Piaget And Cognitive Development*

• He studied children’s intellectual development

• He found that from the moment of birth, children acted upon, transformed their environment, and were shaped by the consequences of their actions

• Piaget believed intellectual growth is based on a child’s:–maturational level– experiences with objects– interactions with people– internal self-regulating mechanism

that responds to environmental stimuli

• Schema- interactions with the environment

caused people to organize patterns of thought, which they used to interpret or make sense of their experience

- For example, young children who believe the sun is alive because it moves are operating on the schema that moving things are alive

• Assimilation•Interpreting new information in terms of existing information •For example, as children develop, they may regard other moving objects (animals, wind-up toy) as alive as well

• Accommodation–Understanding of differences

between nonliving and living object–Revising, readjusting, or

realigning existing schema to accept new information –For example, trees do not move

but yet they are alive

• Equilibrium– A combination of assimilation and

accommodation – Harmonious relationships between

thought processes and the environment

• Infant (Birth to 1 year)– Initial reflexes replaced by

voluntary movements–Object permanence

http://www.youtube.com/watch?v=NjBh9ld_yIo

–Discriminates between persons– Comprehends word meanings

• Language– Responds to noises– vocalizes with “ooos”and “aahs”– laughs and squeals– turns head to sound of a rattle – Pronounces single-syllable words– Begins speaking two and then

three-word phrases http://www.youtube.com/watch?v=xaZSnwD_Zik&feature=related

• The concept of object permanence is fully developed• Toddlers demonstrate memory of events that relate to them• Language increases to about 400 words• Preoperational thoughts do not allow the toddler to understand other viewpoints, but symbolize objects and people in order to imitate activities they have seen

• Preschooler (2 to 5 years)– Preconceptual (2-4 years) • Visual appearances• Misconception: artificialism, animism,

and imminent justice (Tathiana’s nephew)

– Intuitive (begins around age 4)• Can classify information • Become aware of cause-and- effect

relationships

• Language – Vocabulary continues to increase– Can speak in sentences, is able to

identify colors, and enjoys talking

• Time– Begins to understand the concepts

of the past, present, and future–May comprehend days of the week

by the end of preschool year

• School-Age (5 to 12 years)–Weight and volumes seen as unchanging– Is able to understand simple analogies– Is able to understand time (days,

seasons)– Can define many works and understand

rules of grammar– Classifies more complex information – Is able to understand various emotions

people experience

• Adolescent (12-20 years)– Is capable of thinking at an adult level– Abstract thought is possible and can

understand principles http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=related

– Can evaluate the quality of his/her own thinking

– Attention span becomes longer

• Language– Develop jargon within group

• Emphasizes the importance of communication and interaction with children according to their ages

• Infant (Sensorimotor Stage)– Provide toys, mobiles, and bright

pictures to engage infant–Maintain a safe environment

• Preschooler (preoperational stage)– Carefully explain experiences related to

illness– Reassure they are not responsible for illness

• School-Aged (concrete operational stage) – Be knowledgeable of child’s capability of

mature thought and need to manipulate or see objects to understand

– Provide important details – Allow children to manipulate or at least see

the equipment used in treatments

• Adolescents (formal operations)– Assess their learning needs– Provide complete and clearly

understood information– Reeducate or clarify to help them

learn more about their disease and its care

– Acknowledge that some may not have developed mature abstract thought and provide information at a more concrete or individualized level

• Piaget has had a major influence on cognitive theory • Has brought focus on mental processes and their role in behavior• Has influenced caregivers and teachers to understand the stages of development• Has raised questions and projects related to learning in educational settings

• The theory pays little attention to emotions and motivation on learning

• Underestimates the adult interactions

• Does not fully explain the progress from one stage to another

• Neither acknowledges that people may advance to a certain cognitive level nor the idea that some people never reach the higher stages of abstract thought