Jean PiagetJean Piaget

Constructivism: The Theory of Constructivism: The Theory of Cognitive DevelopmentCognitive Development

How did Piaget's study of biology How did Piaget's study of biology influence his theory of cognitive influence his theory of cognitive development?development?

How does operative and Figurative How does operative and Figurative knowledge figure in Piaget's theory knowledge figure in Piaget's theory of cognitive development.of cognitive development.

According to Piaget, what is According to Piaget, what is necessary for cognitive necessary for cognitive development to occur?development to occur?

What did Piaget mean when he said What did Piaget mean when he said that infants have no mind?that infants have no mind?

What is the major cognitive What is the major cognitive accomplishment of the Sensori-Motor accomplishment of the Sensori-Motor period?period?

Class Inclusion and Conservation are Class Inclusion and Conservation are strong indicators that the individual is strong indicators that the individual is capable of functioning at which stage capable of functioning at which stage of cognitive development?of cognitive development?

Piaget’s BeliefsPiaget’s Beliefs

1. Species specific biological 1. Species specific biological reflexes ‑ Hereditary organic reflexes ‑ Hereditary organic reactionsreactions

2.Naturally active to 2.Naturally active to spontaneously interact and spontaneously interact and initiate encounters with the initiate encounters with the environment.environment.

Beliefs ContinuedBeliefs Continued

According to Piaget, infants have According to Piaget, infants have no mindno mind

This is the Biological component This is the Biological component of Piaget’s theory of cognitive of Piaget’s theory of cognitive development. development.

Problems for StudyProblems for Study

Piaget wished to study the onset Piaget wished to study the onset and development of and development of mathematical knowledge ‑ This is mathematical knowledge ‑ This is notnot a learning theory. This is a a learning theory. This is a theory of development.theory of development.

Change MechanismsChange Mechanisms

Biological MaturationBiological Maturation ‑ ‑

Direct ExperienceDirect Experience ‑ ‑

Social Transmission Social Transmission ‑ ‑

EquilibrationEquilibration ‑ ‑

Internal PrinciplesInternal Principles

AssimilationAssimilation AccommodationAccommodation EquilibrationEquilibration ‑ ‑ OrganizationOrganization ‑ ‑ Biological development Biological development

‑ ‑ MaturationMaturation

AdaptationAdaptation ‑ ‑ environmental adjustment environmental adjustment ‑ ‑

ExperienceExperience

Bridge PrinciplesBridge Principles

SchemaSchema OperationsOperations Cognitive StructuresCognitive Structures 1.1. StagesStages 2.2. Operative KnowledgeOperative Knowledge

3.3. Figurative KnowledgeFigurative Knowledge

Piaget’s Stages of Piaget’s Stages of Cognitive Cognitive DevelopmentDevelopment Sensori-motor 0-18 monthsSensori-motor 0-18 months

1.1. Infants begin to build schemas at birthInfants begin to build schemas at birth

2.2. Sensory schema building, along with Sensory schema building, along with developing motor skillsdeveloping motor skills

Preoperational StagePreoperational Stage1.1. pre-logicalpre-logical

2.2. bound by perception – the way things bound by perception – the way things look is look is the way things arethe way things are

3.3. egocentricegocentric

4.4. unidirectional thinking – they lack unidirectional thinking – they lack

reversibilityreversibility

Concrete Operational – Logico- Concrete Operational – Logico- DeductiveDeductive

1.1. Logical ThinkerLogical Thinker

2.2. Cause/Effect ThinkingCause/Effect Thinking

3.3. Able to deal with conservation Able to deal with conservation andand class class inclusioninclusion

Formal Operational – Formal Operational – Hypothetical ReasoningHypothetical Reasoning

1.1. Hypothesis TestingHypothesis Testing

2.2. Able to think of all possibilitiesAble to think of all possibilities

3.3. First sign of formal reasoning is First sign of formal reasoning is thinking thinking about one’s own thoughtsabout one’s own thoughts

In Which Cognitive In Which Cognitive Stage are Your Stage are Your Students?Students? It has tremendous implications It has tremendous implications

for teachingfor teaching1.1. Developmentally appropriate placement of Developmentally appropriate placement of

studentsstudents

2.2. RetentionRetention

3.3. Artificial PacingArtificial Pacing

4.4. Purpose of School and assessment.Purpose of School and assessment.