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Cognitive Development PIAGET : Vocab. SCHEMA ASSIMILATION ACCOMMODATION EQUILIBRIUM DISEQUILIBRIUM
Citation preview
Review and New
Piagetand
Vygotsky
Cognitive Development
JEAN PIAGET
Cognitive Development
PIAGET : Vocab. SCHEMA
ASSIMILATION
ACCOMMODATION
EQUILIBRIUM
DISEQUILIBRIUM
Constructivism:How knowledge is constructed in the human being when information comes into contact with existing knowledge (schema) that has been developed by experiences. According to Piaget, constructing knowledge involves a process of solving problems in order to eliminate disequilibrium. This is accomplished through assimilation, accommodation, and equilibrium (Snowman & Biehler, 34).
SCHEMA
Organized units of
knowledge
(Wood & Smith, 2012)
Taking a new experience and trying to fit it
in with an existing schema.
(Wood & Smith, 2012)
Experiencing something that is inconsistent with what you already
believe and know.
Constructivism: building knowledge
to eliminate disequilibrium
(Wood & Smith, 2012)
Accommodation
(Wood & Smith, 2012)
Accommodation Process Changing your existing schemeto accommodate
the new experience so
it fits in.
(Wood & Smith, 2012)
Cognitive Development
PIAGET’S 4
stages I. Sensorimotor (0-2)II. Preoperational (2-7)III. Concrete Operational (7-11)
IV. Formal Operational (11–adult)
Cognitive development in 4 stages:
•Children universally proceed through each stage in the same order but at varying rates. Not all attain the formal operational stage.
•Human beings use organization (to systemize and categorize) and adaptation (to connect new experiences to existing knowledge-schema).(Snowman & Biehler, 33,35).
A balanced mental state in which you have1.) adapted to a new experienceand 2.) organized your schema
(Wood & Smith, 2012)
Cognitive Development
PIAGET : Vocab.OBJECT
PERMANENCE
CONSERVATION
CHILD EGOCENTRISM
ADOLESCENT EGOCENTRISM
OBJECT PERMANENCE
SENSORIMOTOR STAGE
CONSERVATION
PREOPERATIONAL STAGE
CONSERVATION
PREOPERATIONAL STAGE
CONSERVATION
PREOPERATIONAL STAGE
CONSERVATION
PREOPERATIONAL STAGE
EGOCENTRISM
PREOPERATIONAL STAGE
Unable to see anotherperson’s point of view.
ADOLESCENTEGOCENTRISM
Takes the other person’s point of view to an extreme degree.
So preoccupied with themselves and how
they appear to others.
They assume that peers and adults are equally interested in
what theythink or do.
(Snowman & Biehler, 40)
Cognitive Development
PIAGET : Vocab.
SERIATION
CLASSIFICATION
FORMAL – ABSTRACT
SERIATION
CONCRETE STAGE
CLASSIFICATION
CONCRETE STAGE
ABSTRACT , hypotheticalhigher level thinking
FORMAL OPERATIONAL STAGE
PIAGET’S cognitive theoryof Constructionism:
Cognitive development makes social development possible.
VYGOTSKY believed theopposite was true:
Social interaction isthe primary cause of
cognitive development.
(Snowman & Biehler, 47)
Cognitive Development
PIAGET : LEADS TO
SOCIAL DEVELOPMENT
Social Development
VYGOTSKY:LEADS TO COGNITIVE
DEVELOPMENT
Social Developmentand
Social Constructivism
Lev VYGOTSKY
VYGOTSKY
Socio-cultural theory:(both social and cultural)
VYGOTSKY1896-1934•born the same
year as Piaget, but in
Russia
•died prematurely at
age 38 of Tuberculosis
•his theories gained
attention in the 1980’s
VYGOTSKY“Through others,
we become ourselves.”
•Children gain knowledge and cultural tools that are handed down to them by others who are moreintellectually advanced.
Think of something youlearned to do because anolder person taught youby handing down theirknowledge and skills -
Perhaps a brother, sister,parent or grandparent?
•how to play chess•set up a tent
•catch and clean a fish•build a doghouse
•sail a sailboat•do a jigsaw puzzle•how to fry chicken
Would you have possiblyfigured it out or learned howto do that skill by yourself when you were younger?
Or did you learn it primarilybecause you were taught bysomeone more advanced?
Social Development
VYGOTSKY: Vocab: •PSYCHOLOGICAL
or CULTURAL TOOLS
•ZONE OF PROXIMAL
DEVELOPMENT
•SCAFFOLDING
Social Development
VYGOTSKY: Vocab: •SPONTANEOUS
CONCEPTS
•SCIENTIFIC CONCEPTS
•EMPIRICAL LEARNING
•THEORETICAL LEARNING
PSYCHOLOGICAL or CULTURAL TOOLS:
.
“The most important things a culture passes on to its members (and descendants) are these cultural tools. These are the cognitive devices and procedures with which we communicate and explore the world around us” (Snowman & Biehler, 46).
PSYCHOLOGICAL or CULTURAL TOOLS:
.
•LANGUAGE, SPEECH , WRITING•GESTURES, NON-VERBAL SIGNALS•DIAGRAMS, MAPS•NUMBERS, CHEMICAL FORMULAS•RULES, MEMORY TECHNIQUES
PSYCHOLOGICAL or CULTURAL TOOLS:
.
PSYCHOLOGICAL or CULTURAL TOOLS:
.
•LANGUAGE, SPEECH , WRITING•GESTURES, NON-VERBAL SIGNALS•DIAGRAMS, MAPS•NUMBERS, CHEMICAL FORMULAS•RULES, MEMORY TECHNIQUES
“Children of Many Lands: Elida’s Story: My Home on the Amazon
River, Peru”(Discovery Education video, 1991)Answer the questions following the video:
1. What were the most important cultural tools being used by Elida and her family? How many different ways were they used?
2. Can you give examples from the video that shows how knowledge and skills were being passed down from older people to the younger? Do you believe that the younger children were advancing?
3. What are your thoughts about the social interaction and cultural influences going on with this family and their lifestyle? Compare this to your own lifestyle, cultural influences and social interactions.
4. Would you agree with Piaget’s theory that social development leads to cognitive development? Give a good example from the video.