Cognitive developmental theory Jean Piaget

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SEMINAR ON COGNITIVE DEVELOPMENTAL THEORY

Submitted by Premnath R

Ist year MSc Nursing Govt CON Kottayam

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Theory of cognitive development is a

comprehensive theory about the nature

and development of human intelligence.

Known as Developmental Stage Theory.

COGNITIVE DEVELOPMENTAL THEORy

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It deals with the nature of

knowledge itself and how humans

come gradually to acquire it,

construct it, and use it.

COGNITIVE DEVELOPMENTAL THEORy

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Piaget’s Cognitive Developmental

Theory.

Vygotsky’s Cognitive

Developmental Theory.

COGNITIVE DEVELOPMENTAL THEORIES

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Jean Piaget

August 9 1896 – September 16 1980

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Reality is a dynamic system of continuous change.

He argued that reality involves transformations and

states. Transformations refer to all manners of changes

that a thing or person can undergo. States refer to the

conditions or the appearances in which things or

persons can be found between transformations.

Human intelligence is adaptive. Two types of

intelligence, namely

Operative intelligence

Figurative intelligence

NATURE OF INTELLIGENCE - Piaget

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Operative intelligence involves all actions, overt or

covert, undertaken in order to follow, recover, or

anticipate the transformations of the objects or

persons of interest.

Figurative intelligence is the more or less static

aspect of intelligence, involving all means of

representation used to retain in mind the states (i.e.,

successive forms, shapes, or locations) that intervene

between transformations. That is, it involves

perception, imitation, mental imagery, drawing, and

language.

NATURE OF INTELLIGENCE - Piaget

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Piaget believed that this process of understanding and change involves two basic functions: Assimilation and accommodation:

Assimilation is the process of taking one’s environment and new information and fitting it into pre-existing cognitive schemas.

Accommodation, unlike assimilation is the process of taking one's environment and new information, and altering one's pre-existing schemas in order to fit in the new information.

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Key concepts are,

Schema

Assimilation

Accommodation

Adaptation

Equilibrium

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

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STAGE I: THE SENSORIMOTOR STAGE

STAGE II: PREOPERATIONAL STAGE

STAGE III: CONCRETE OPERATIONAL STAGE

STAGE IV: FORMAL OPERATIONAL STAGE

FOUR STAGES OF PIAGET’S THEORY

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FOUR STAGES OF PIAGET’S THEORY

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Occurs from birth

to approximately 2 years old.

The child tries to make sense of the

world during this stage, and as the

name suggests, only senses and

motor abilities are used to do so.


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The child utilizes innate behaviours to enhance this learning process, such as sucking, looking, grasping, crying and listening.


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The sub-stages are as follow,

1. Reflexes (0-1 month)

2. Primary Circular Actions (1-4 months)

3. Secondary Circular Reactions.

4. Co-ordination of Secondary Circular

Reactions (8-12 months)

5. Tertiary Circular Reactions (12-18 months)

6. Symbolic/Mental Representation (18-24

months)

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Stage 1 (0-1 month) Reflexes

Child uses only innate reflexes.

Many reflexes like reaching, grasping, sucking all operating independently.

These reflexes will have the sole function of keeping the child alive.

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Stage 2 (1-4 months)

Stage of Primary Circular Reactions.

Circular- repetition.

Primary- centre on infant's own body

Child now has a fixation with it’s own body with

regards to behaviour.

They will perform actions repeatedly on themselves

They also begin to refine reflexes here to form more

complex versions of them.

Example: thumb-sucking.

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Stage of Secondary Circular Reactions

Child begins to take an interest in

their environment

They notice that they can actually influence

events in their world.

Infant will not make conscious connections

between what they do and the consequences,

they merely observe that their actions have

interesting effects.

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Co-ordination of Secondary Circular Reactions

Child begins to engage in goal-directed behavior.

Begin to develop cause-effect relationships. The child effectively knows that their

behavior will have a certain consequence. At this stage, object

permanence is acquired.

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Stage of Tertiary Circular Reactions.

At this stage, children like to use

creativity and flexibility with their

previous behaviors.

Result of their experimentation often

leads to different outcomes.

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Symbolic/Mental Representation.

At this stage, the child develops symbolic

thought and the ability to mentally represent

objects in their head.

Normally, the child would need to resort to trial-

and-error to achieve a desired effect.

Child can ‘plan’ to some extent and mentally

construct the consequences of an action in their

head.

Predictions are not always accurate, but it is a

step up from trial-and-error.

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Stage 6 (18-24 months) Sensory-motor period culminates with the

emergence of the Symbolic function.

An idea or mental image is used to stand-in for a perceptually absent object.

Trial-and-error problem solving does not need to enacted but can undertaken through mental combination.

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MENTAL REPRESENTATION IN CHILDREN

Object permanence

Object permanence is when

objects exist even when out of sight.

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DEVELOPMENT OF OBJECT PERMANENCE

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Object permanence

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Deferred imitation

Deferred imitation is simply the

imitation of behaviour a child has seen

before.

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Imitation in Infants

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(Pre)Operatory Thought is any

procedure for mentally acting on objects.

The hallmark of the preoperational stage

is sparse and logically inadequate mental

operations.


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Child learns to use and to represent objects by

images, words, and drawings.

Child is able to form stable concepts as well as

mental reasoning and magical beliefs.

Child however is still not able to perform

operations; tasks that the child can do mentally

rather than physically.

Thinking is egocentric

Child has difficulty taking the viewpoint of others.


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Two substages are,

1. The symbolic function substage.

2. The intuitive thought substage.


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Occurs between about the ages of 2 and 7.

During 2-4 years old, kids cannot yet manipulate

and transform information in logical ways, but

they now can think in images and symbols.

The child is able to formulate designs of objects

that are not present.

Although there is an advancement in progress,

there are still limitations such as egocentrism

and animism.

The symbolic function substage

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Egocentrism occurs when a child is unable to distinguish between their own perspective and that of another person's.

Children tend to pick their own view of what they see rather than the actual view shown to others.

An example is an experiment performed by Piaget and Barbel Inhelder. Three views of a mountain are shown and the child is asked what a traveling doll would see at the various angles; the child picks their own view compared to the actual view of the doll.


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Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example is a child believing that the sidewalk was mad and made them fall down

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The Intuitive Thought Substage Occurs between about the ages of 4 and 7. Children tend to become very curious and

ask many questions; begin the use of primitive reasoning.

There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the intuitive substage because children realize they have a vast amount of knowledge but they are unaware of how they know it.

Centration and conservation are both involved in preoperative thought.

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Piaget's theory of cognitive development.mp4

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Children tend to centre/focus upon one aspect of a situation and not take into account others. Pre-operational children tended to say there was more liquid in C as they focused on height

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Occurs between the ages of 7 and 11 years

Characterized by the appropriate use of

logic.

During this stage, a child's thought processes

become more mature and "adult like."


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Conservation

Decentering

Reversibilty

Serriation

Transitivity

Classification

Elimination of egocentrism

Logic

IMPORTANT PROCESSES IN CONCRETE OPERATIONAL STAGE

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Conservation

The understanding that although an object’s appearance changes, it still stays the same in quantity. Redistributing an object does not affect its mass, number, or volume. For example, a child understands that when you pour a liquid into a different shaped glass, the amount of liquid stays the same.

Decentering

The child now takes into account multiple aspects of a problem to solve it. For example, the child will no longer perceive an exceptionally wide but short cup to contain less than a normally wide, taller cup.

Important processes

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ReversibilityThe child now understands that numbers

or objects can be changed and then returned to their original state. For example, during this stage, a child understands that his or her favorite ball that deflates is not gone and can be filled with air and put back into play again. Another example would be that the child realizes that a ball of clay, once flattened, can be made into a ball of clay again.

SerriationThe ability to sort objects in an order

according to size, shape, or any other characteristic. For example, if given different-shaded objects they may make a color gradient.

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TransitivityTransitivity, which refers to the ability

to recognize relationships among various things in a serial order. For example, when told to put away his books according to height, the child recognizes that he starts with placing the tallest one on one end of the bookshelf and the shortest one ends up at the other end.

ClassificationThe ability to name and identify sets of

objects according to appearance, size or other characteristic, including the idea that one set of objects can include another.

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Elimination of Egocentrism

The ability to view things from another's

perspective (even if they think incorrectly). Children

in this stage can, however, only solve problems that

apply to actual (concrete) objects or events, and not

abstract concepts or hypothetical tasks.

Understanding and knowing how to use full common

sense has not been completely adapted yet.

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They start solving problems in a more logical

fashion.

Children can only solve problems that apply to

concrete events or objects.

Children in this stage commonly experience

difficulties with figuring out logic in their heads.


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Children are able to incorporate inductive

reasoning. Inductive reasoning involves drawing

inferences from observations in order to make a

generalization.

Deductive reasoning, which involves using a

generalized principle in order to try to predict the

outcome of an event.


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Milestones of the concrete operational stage

Ability to distinguish between their own

thoughts and the thoughts of others.

Increased classification skills

Ability to think logically about objects and

events.

Ability to fluently perform mathematical

problems in both addition and subtraction.

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Commences at around 11 years of age (puberty)

continues into adulthood.

Individuals move beyond concrete experiences

and begin to think abstractly, reason logically

and draw conclusions from the information

available, as well as apply all these processes to

hypothetical situations.


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Solve problems in a trial-and-error fashion.

Adolescents begin to think more as a

scientist thinks, devising plans to solve

problems and systematically testing

solutions.

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•They use hypothetical-deductive

reasoning, which means that they

develop hypotheses or best guesses,

and systematically deduce, or

conclude, which is the best path to

follow in solving the problem.

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During this stage the adolescent is able to

understand such things as love, "shades of

gray", logical proofs and values.

During this stage the young person begins

to entertain possibilities for the future and is

fascinated with what they can be.

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Adolescent Egocentrism governs the way that

adolescents think about social matters and is

the heightened self-consciousness in them as

they are which is reflected in their sense of

personal uniqueness and invincibility.

Adolescent egocentrism can be dissected into

two types of social thinking.

◦ Imaginary audience that involves attention getting

behavio

◦ Personal fable which involves an adolescent's

sense of personal uniqueness and invincibility.

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PRACTICAL APPLICATIONS

Parents can use Piaget's theory when

deciding how to support what to buy in

order to support their child's growth.

Teachers can use this when discussing

whether the syllabus subjects are suitable

for the level of students or not.

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Teacher who work with children in both the

preoperational and the concrete operational levels

of cognitive development should adopt suitable

academic expectations with regard to children's

cognitive developmental abilities.

The need for educators to individualize and adopt

appropriate academic expectations appears to be

most relevant for children at the first-grade level.

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STRENGTHS OF PIAGET’S THEORY

Piaget was an inspiration to many who came

after and took up his ideas.

Piaget's ideas have generated a huge

amount of research which has increased our

understanding of cognitive development.

His ideas have been of practical use in

understanding and communicating with

children, particularly in the field of education

(re: Discovery Learning).

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Weaknesses Progress to the formal operational stage is

not guaranteed. Piaget failed to consider the effect that the

social setting and culture may have on cognitive development.

Piaget’s methods (observation and clinical interviews) are more open to biased interpretation than other methods. Because Piaget conducted the observations alone data collect are based on his own subjective interpretation of events.

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Piaget underestimated the abilities of children because his tests were sometimes confusing or difficult to understand.

The concept of schema is incompatible with the theories of Bruner and Vygotsky.

Behaviorism would also refute Piaget’s schema theory because is cannot be directly observed as it is an internal process.

Piaget carried out his studies with a handful of participants. This sample is biased, and accordingly the results of these studies cannot be generalized to children from different cultures.

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Kohlberg

Gilligan

Youniss

Anne Nelley & Perret Clermont

EXTENSIONS OF PIAGET'S THEORY

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Children’s thinking is affected by their knowledge of the social community (which is learnt from either technical or psychological cultural tools).

Language is the most important tool for gaining this social knowledge; the child can be taught this from other people via language.

Intelligence as “the capacity to learn from instruction”.

Need for a more knowledgable other person or ‘teacher’. He referred to them as just that: the More Knowledgable Other (MKO). MKO’s can be parents, adults, teachers, coaches, experts/professionals, other children, friends and computers.

LEV VYGOTSKY’S COGNITIVE DEVELOPMENTAL THEORY

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He described zone of proximal development (ZPD), as a key feature of his theory. There are two levels of attainment for the ZPD:◦Level 1 – the ‘present level of

development’. This describes what the child is capable of doing without any help from others.

◦Level 2 – the ‘potential level of development’. This means what the child could potentially be capable of with help from other people or ‘teachers’.

◦The gap between level 1 and 2 (the present and potential development) is what Vygotsky described as this zone of proximal development.

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Vygotsky looked at the role of

egocentric/private speech. This is, for

example, when a child will sit on their own

and speak their thoughts out loud as they

play.

This verbal thinking forms the basis for

higher level, more abstract thinking

(planning, reasoning, memorising,

evaluating).

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Summary of vygotsky’s theory

Emphasized the role of a teacher in cognitive development, and the need to have support from a More Knowledgable Other, or MKO.

The zone of proximal development, or ZPD, differentiates between a learner’s current development and their potential development when being taught from a MKO.

Scaffolding provides an effective way to reach potential levels of development, but only when different levels of assistance are given when required.

Social and cultural tools are an important means of gaining intelligence.

There is a close link between the acquisition of language and the development of thinking.

Internalising monologues, and therefore becoming a verbal thinker, is a stepping stone to higher levels of thinking.

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Piaget vs.Vygotsky.

Similarities & Differences.

Jean Piaget Lev Vygotsky

Learning is… Solitary Social

What drives development…?

Maturation, conflict Enjoyment from others, motivates more learning.

Role of language… Thought drives language Language drives thought

Role of biology… Maturation dictates pace of cognitive development

Elementary functions are innate.

Child is active… Child actively organises cognitive schemas to maintain equilibrium.

Child is active in providing feedback to the parent/instructor.

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Cognitive developmental theory

& Nurses

DISCUSSION

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Cognitive developmental theory Jean Piaget