Jean Piaget’sCognitive development theory

Presented by: Kirsten, Candice, Sarah, Sara, Hannah & Nora

Jean Piaget’sWho is Piaget?Sensorimotor Stage0-2 years old

Concrete Operational Stage7-11 years old

Formal Operational Stage11+ years of ages

Intro

Stage 1

Stage 4

Stage 2

Stage 3

Preoperational Stage2-7 years old

Who is Jean Piaget’s?Arthur Piaget Rebecca Jackson

Jean1896-1980

sister sisterValentine Châtenay

daughter daughter son

Born in Switzerland

First published at age 11 Know for cognitive

development theory

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DOGS HAVE 4

LEGS

How do we understand the world around us?

As we get older our collection of knowledge helps us to understand and comprehendthe world around us…

I NEED TO GO TO UNI TO BE ABLE TO

WORK AS A VET

DOGS, CATS & HORSE’S

HAVE 4 LEGS

ANIMALS ARE INTERESTING CREATURES

• SENSORIMOTOR STAGE(0 -2years)

Based on overt sensory and motor abilities

This could be applied to any child around the world- it is not dependent on context.

Infants learn and develop through acting upon their environment

By the end of this stage the child understands: object permanence. goal directed or intentional actiondeferred imitation

http://www.youtube.com/watch?v=fUIeOUE_gWQ&feature=related

Now you see me

Now you don’t!

Symbolic thinking use symbols and pictures to represent objects. Shift from egocentrism (also known as decentring) capable of seeing things from another’s point of view Animism belief that everything has some kind of consciousness or awareness Understanding transformation understanding of the change in structure or state of an object Centration Involved in transformation - child only being able to concentrate on one quality or feature of an object at a time Reversibility inability of a child being able to follow a line of reasoning back to its original starting point

PREOPERATIONAL STAGE – (2-7 years)

Concrete Operational Stage (7-11 years)Ages 7 through to 11. During this time, children gain a better understanding of mental operations. The child will begin to think logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

Important processes during this stage are:

Seriation - The ability to sort objects in an order

Classification— Name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another

Reversibility—the child understands that numbers or objects can be changed, then returned to their original state

Conservation—understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items

Compensation - where the ability to see that an increase in one dimension (such as height) is compensated by for a decrease in another dimension (such as width.)

http://www.youtube.com/watch?v=gA04ew6Oi9M&NR=1 - child showing conservation

•Formal Operational

• Differences between younger groups and Formal Operational:

• The Formal Operational stage is the last stage and it occurs between the ages of 11-25

There is a large difference between a child that is 3 and a child in the Formal Operational stage

has different approaches and ideas when faced with real life concepts. Such as biology in living

things and what are nonliving, inanimate objects. (3) (4)

• What are some of the things that can be identified in a child at the Formal Operations stage?

A child can think of an abstract situation when they are in the Formal Operations, rather than

focus on only the concrete evidence given. They can analyse and determine questions (6)

• What are some key points that can be deduced from this stage of development?

Children in the Formal Operational Stage can now analyse things without using concrete stimuli.

It also means that they can use a systematic approach to help figure out a problem (7)

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SCHEME

ADAPTATION

ASSIMILATIONACCOMIDATION

Building on Piaget theories

Many theories of cognitive development have been built on Piagets original ideas

Neo – Piagetians (Biggs & Collis, 1982; Case, 1999)

Theory Theories (Gopnik & Meltzoff, 1997; Wellman & Gelman, 1998)

Overlapping waves model (Siegler 2006)

• Positive effects of Paiget’s research on education

Taught us to listen to children

Consider the intelligence that children bring when trying to make sense of the worldHe researched “how children think & begin to understand concepts such as time, space, movement & self”

Piaget study of child development change the way educators think about children & the methods we use to study them (Flavell 1996: Siegler & Ellis 1996)

Focus on errors that children make when solving problems is significant

View on cognitive development has lead to recognition by educators that the STAGE of development is important not AGE

Theories such as Inquiry based learning, cooperative & constructivism have been built from Piaget theory that children create their own learning

His theories have assisted teachers in recognising student thinking not just student outcomes

• Bibliography

References: Krause, K. Bochner, D. Duchesene, S. McMaugh A. Cengage Learning (2010), Educational Psychology for Learning and Teaching (p.53,55)Arthur, L. Beecher, B. Death, E. Dockett, S. Farmer, S. Cengage Learning(2007), Programming and Planning in Early Childhood Settings(p.93)Slide 7:http://psychology.about.com/od/piagetstheory/p/concreteop.htmSlide 9;(1) C. George Boeree. (2006). Piaget. Retrieved April 07, 2011, from http://webspace.ship.edu/cgboer/piaget.html (2) "Piaget, Jean." Complete Dictionary of Scientific Biography. 2008. Retrieved April 06, 2011 from Encyclopedia.com:http://www.encyclopedia.com/doc/1G2-2830906004.html(3) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 298-299). New Jersey, NJ: Lawrence Erlbaum Associates(4) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 299). New Jersey, NJ: Lawrence Erlbaum Associates(5) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp.7). New Jersey, NJ: Lawrence Erlbaum Associates(6) Piercy M., Berlyne D.E. (2001), Piaget: The Psychology of Intelligence (pp. 162-164). New York, NY: Routledge Classics. (Original work published 1947)(7) Oakley. L., (2004), Cognitive Development (pp. 22-25). Great Britain. Glasgow, Great Britain: Routledge Classics.