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ICE

BREAKER

PALINDROMES

Im man's best friend. Reverse me and Im a supernatural being.

ANSWER: DOG - GOD

STEP PETS EVIL LIVE TOP POT

SPAN NAPS DIAL- LAID RAIL - LIAR

I shine brightly in the night sky. Reverse me

and Im rodents.

Im uncooked. Reverse me and Im armed conflict.

ANSWER: RAW - WAR

ANSWER: STAR - RATS

Im overworked and strained. Reverse me and Im yummy dishes

to end your meal.

ANSWER: STRESSED - DESSERTS

Im a male guard. Reverse me and Im a badge used to identify

someone.

ANSWER: GATEMAN NAMETAG

TEN - NET

Im a number. Reverse me and Im an open meshed fabric used

for catching fish.

I am an attack with a knife. Reverse me

and Im small flying animals (plural) in caves.

STAB - BATS

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Jean Piaget (1896 - 1980)

o Employed at the Binet Institute in the 1920s

o His job was to develop French versions

of questions on English intelligence

tests

o Became curious on childrens mental

capacity (cognition)

o First psychologist to make a systematic

study of cognitive development

His contributions include the

following:

theory of cognitive child development

detailed observational studies of

cognition in children

a series of simple but ingenious tests

to reveal different cognitive abilities.

Psychological assumption before Piagets work: Children are merely less competent thinkers than adults.

What Piaget showed and deduced:

Young children think in strikingly different ways compared

to adults.

Children are born with a very basic mental structure

(genetically inherited and evolved) on which all subsequent

learning and knowledge is based.

There Are Three Basic Components To Piaget's Cognitive Theory:

1. Schemas

(building blocks of knowledge) 2. Processes that enable the transition from one stage to another

o Equilibrium o Assimilation o Accommodation

3. Stages of Development o Sensorimotor o Preoperational o Concrete operational o Formal operational

1. Schema

basic building block of intelligent behavior a way of organizing knowledge.

set of linked mental representations of the world, which we use both to understand and to respond to situations.

2. Assimilation and Accommodation

Jean Piaget viewed intellectual growth

as a process of adaptation (adjustment)

to the world. This happens through:

Assimilation

Using an existing schema to deal with a new object or situation.

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Accommodation

This happens when the existing schema (knowledge)

does not work, and needs to

be changed to deal with a

new object or situation.

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Equilibration

This is the force, which moves development along. Piaget believed

that cognitive development did not

progress at a steady rate, but rather

in leaps and bounds.

3. Stages of Development

Sensorimotor Stage Birth to 2

Preoperational Stage 2 to 7

Concrete Operation Stage 7 to 12

Formal Operation Stage 12 years to adulthood

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Sensorimotor Stage Birth to 2 years

According to Piaget, the stage from birth to 2

years, during which a child has little

competence in representing the environment by

using images, language, or other symbols.

(Feldman, 2011)

Knowledge develops through sensory and

motor abilities.

Representational Thought

The ability to form symbols (or

mental representations) that stand

for objects or events in the world.

(Littlefield, 2005)

Babies are stuck in the HERE AND NOW

world

they know the world only in terms of

their own sensory input (what they see,

smell, taste, touch, and hear) and their

physical or motor actions on it (e.g.

sucking, reaching, grasping)

Object permanence The awareness that objects and people continue to exist even if they are out of sight. (Feldman, 2011)

Before 6 months infants act as if objects removed from sight cease to exist

Preoperational Stage: 2 to 7 years

According to Piaget, the period from 2 to 7 years of age that is characterized by language development. (Feldman, 2011)

Knowledge is represented by language, mental imagery, and symbolic thought.

Make-believe play: use toys as props

Symbolic play: use one object to stand for another

Fantasy play: pretend to be something, or pretend activities that are impossible Rock a-by Baby

Can you hear me now?

UP, UP, AND AWAY

(Littlefield Cook & Cook, (2005/2009)

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Even though preoperational children make progressive progress in this stage, they have some definite limitations:

Egocentrism Animism Artificialism Lack of conservation Centration Irreversibility

Egocentric thought

A way of thinking in which a child views the world entirely from his or her own perspective. (Feldman, 2011)

Example:

A three-mountain task

The girls egocentrism

prevents her from

seeing the dolls perspective.

Animismthe idea that inanimate objects have conscious life and feelingsis typical of the preoperational stage (Piaget, 1929, 1930, 1951).

Artificialism is the notion that natural events or objects (e.g., the sun, moon, hurricanes, droughts) are under the control of people or of superhuman agents. (Piaget, 1929, 1930, 1951).

Principle of conservation The knowledge that quantity is unrelated to the arrangement and physical appearance of objects. (Feldman, 2011)

Centration

In Piagets theory, the tendency to

focus on only one aspect of a situation

at a time. ( Nevid, 2009, 2013)

The child focuses on only one thing:

the height of the column of water.

Irreversibility

In Piagets theory, the inability to

reverse the direction of a sequence of

events to their starting point. (Nevid,

2009, 2013)

The child fails to recognize that the

process can be restored to its starting

point- that pouring the water back to its

original container would restore it to its

original state.

ytilibisreverrI

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Operations actions performed mentally

that are reversible (Ginsburg & Opper, 1988).

preoperational thoughtit is thought that is not yet reversible, not yet truly operational.

Concrete Operational: 7 to 12 During this time, children gain a better understanding of mental operations.

Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

In the Concrete Operational stage, the

child has the ability to develop logical

thought about an object, if they are able

to manipulate it.

Piaget determined that children in the concrete

operational stage were fairly good at the use of

inductive logic. Inductive logic involves going from

a specific experience to a general principle. On the

other hand, children at this age have difficulty using

deductive logic, which involves using a general

principle to determine the outcome of a specific

event.

Formal Operational : 12 to adulthood

During this time, people develop the ability to think about abstract concepts.

Skills such as logical thought, deductive reasoning, and systematic planning also

emerge during this stage.

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Piaget believed that deductive logic becomes important during the formal

operational stage. Deductive logic

requires the ability to use a general

principle to determine a specific

outcome. This type of thinking involves

hypothetical situations and is often

required in science and mathematics.

There are 2 major characteristics of formal operational thought

Hypothetic-deductive reasoning'.

When faced with a problem, adolescents

come up with a general theory of all possible

factors that might affect the outcome and

deduce from it specific hypothesis that might

occur. They then systematically treat these

hypothesis to see which ones do in fact occur in

the real world.

'Propositional' in nature.

Adolescents can focus on verbal

assertions and evaluate their logical validity

without making reference to real-world

circumstances. In contrast, concrete

operational children can evaluate the logic of

statements by considering them against

concrete evidence only.

BIBLIOGRAPHY

Feldman, R. (2011). Understanding psychology (10th Ed.). New York: Sugarman Littlefield Cook & Cook (2005). Child development, principles & perspectives. Boston: Pearson Allyn & Bacon McLeod, S. A. (2009). Jean Piaget | Cognitive Theory. Retrieved from http://www.simplypsychology.org/piaget.html Nevid, J. (2013). Introduction to Psychology (12th Ed.). www.psychology.about.com/od/piagetstheory/p/concreteop.html www.psychology.about.com/od/piagetstheory/p/formaloperation.html