Intellectual Development Cognitive perspective Jean Piaget Background to the study Piagets Stages of Cognitive Development Piaget thought that intellectual development happened in stages and that a child would only go on to the next stage once it had completely mastered the first one ID: 705636
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Piaget’s Theory ofCognitive Development
Intellectual Development
Cognitive perspective Jean PiagetSlide2
Background to the study - Piaget’s Stages of Cognitive Development
Piaget thought that intellectual development happened in stages, and that a child would only go on to the next stage once it had completely mastered the first one. Each stage is seen as a kind of 'building block' for the next stage to rest on.
How might a child who has be subjected to neglect and abuse in early child hood measure against others in terms of the age a stage is for them?Slide3
Jean Piaget’s
Piaget outlined four stages of cognitive development, and gave approximate ages at which children reached those stages.
He stressed, though, that these ages are only averages; individual children might go through the stages at a different speed but they would always go through the stages in the same order.
I will observe children; babies through to adolescentsSlide4
An overview of Piaget’s beliefs
Piaget argued that younger children do not have the capabilities to think in the same way as older children. And that children have to go through a process (stages) of cognitive development in order to achieve the abilities of an older child or adult.
Piaget believed that there are a number of stages that all children go through in the same order.
Piaget is therefore arguing that these stages are innate. InstinctiveSlide5
Piaget’s assumptions about children
Children construct their own knowledge in response to their experiences
Children learn many things on their own without the intervention of older children or adults.
Children are intrinsically motivated to learn and do not need rewards from adults to encourage learning
For this theory there is a small amount of nature but more nurture elements
Nature
:
maturation
of brain and body; motor skills; crawl walk, the ability to perceive, learn and act
Nurture;
adaptation
, Children respond to the demands of the environment in ways that meet their own goals. They NEED to learn to survive.Slide6
Piaget’s theory stagesSlide7
https://www.youtube.com/watch?v=QX6JxLwMJeQ Slide8
Sensorimotor stage
Birth to 2 years-oldSlide9
Sensorimotor
The infant only knows the world via its immediate senses; sight, taste, touch, sound and the (motor) actions it performs.
The infant lacks internal mental schemata and is unable to distinguish between itself and its environment (
profound egocentrism)
The infant lacks
object permanence
– fails to see or act on ‘hidden’ objects
Building knowledge through reflexes eg. grasping, sucking turn head to listen.Slide10
https://www.youtube.com/watch?v=NCdLNuP7OA8 Slide11
Sensorimotor stage; birth to 2 yrs
At 8 months children will search for the object but will tend to search in places it has seen the object hidden before – even though the object is visually moved to a new hiding place
At 0-5 months an object that was visually hidden is not searched for.Slide12
Pre-operational stage
2 to 7 years-oldSlide13
BTEC activities sheetSlide14
Pre-operational
Throughout this stage the child’s continues to add to or create new schemas
The child is still dominated by the sensory information it receives and is thus very influenced by the appearance of things; sight
They fail to be able to carry out logical operations and show centration (only focus on one aspect of an object at a time)Slide15
Lack of Conservation –
the inability to realise that some things remain constant or unchanged despite changes in visible appearance http://www.youtube.com/watch?v=YtLEWVu815o&feature=related Slide16
Pre-operational
Three Mountains Experiment Study
Egocentrism – the difficulty in understanding that others do not see, think and feel things like you do. Slide17
https://www.youtube.com/watch?v=whT6w2jrWbA Slide18
What is conservation?
Piaget argued that the inability to conserve is due to the child's failure to understand that things remain the same (constant) despite changes in their appearance (how they look). Piaget believes this is an example of centration.
The pre-operational child has not decentred and is therefore centring on just one dimension. For example, the child is centring on just one dimension of the beaker, usually its height, and so fails to take width into account
“Are they the same?”
“Are they the same?”
Roll one of the play dough balls into a sausage shapeSlide19
Concrete
operational stage7 to 11 years-oldSlide20
Concrete operational
The child is able to carry out mental operations such as the liquid conserve experiment and de-centre, meaning they generally can see another person’s point of view.
The child can complete class inclusion tasks and the three mountains task successfully (overcoming egocentrism)Slide21
However these operations cannot be carried out in the child’s head – like mental arithmetic, the physical (concrete) presence of the objects being manipulated is needed, for example, counting using beads.
Therefore the child would be able to conserve if they see the physical transformation of the objects / liquidConcrete operationalSlide22
https://www.youtube.com/watch?v=I_0fTnXmrQo Slide23
Formal
operational stageAdolescence +Slide24
Formal operational
Ideas can be manipulated in the head and reasoning deductions can be carried out on verbal statements, without the aid of visual/concrete examples.
They can think about hypothetical (forethought imagining) problems such as planned bus journey.
Can think about abstract concepts, such as the pendulum study eg. swinging pendulum with different size plasticine balls.
Consequences considered and
things are planned in advance.Slide25
Stop using trial and error learning use logical thinking to solve problems…
Approach problems in a systematic and organised way:
‘Edith is fairer than Susan, Edith is darker than Lily.’ Who is the darkest?’
This can be answered without needing to use dolls or pictures to help.Formal operationalSlide26
https://www.youtube.com/watch?time_continue=1&v=lw36PpYPPZM Slide27
Class task – in pairs
Piaget’s Toys ActivitySlide28
Piaget’s TheoriesReview the Model sheet with boxesPiaget’s team activityWorksheet with 5 questions
BTEC Paiget quiz sheetSlide29
Piaget’s Schemashttps://www.youtube.com/watch?v=Xj0CUeyucJw
Good intro to the key wordsGo to textbook and read about the Schema’s on page 15Complete worksheet.Use hwk booklet answers to do the vehicle analogy