Piagets Theory of Cognitive Development

Piagets background Jean Piaget (1896-1980) was actu anyy not a psychologist at prototypal he dedicated his sentence to mollusc research. In fact, by the time he was 21 hed already make twenty scientific papers on them He concisely moved to Paris, and got a job inter depending mental patients. Before long, he was working for Alfred Binet, and refining Burts reasoning test. During his time working at Binets lab, he studied the way that tikeren reasoned. After two years of working with children, Piaget fin solelyy realised what he treasured to investigate childrens developmentHe spy that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less k flatledgeable, only if gave different answers because they thought differently. He spent everyplace 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories curiously of its time. Its no lie that in that location atomic number 18 many unexampled, possibly more valid theories now, tho Piagets theory has had a handle of influence on schools, teaching and education all over the valet.So, lets begin exploring Piagets theory, the key concepts and the stages. Theories of cognitive development Jean Piaget. September 5, 2010 at 400 pm 49 comments Our commencement exercise years of life ar an incredible, but dangerous journey. Thousands of sperm died trying to make us, and only one made it. From our journey as an embryo to a foetus the size of a single cell to a liberaly sized baby we develop more than we will our entire lives. From birth until were a few years old, our development is still incredibly rapid we assume so much to learn in such(prenominal) little timeIt is advantageous to learn quickly, that way were more likely to survive in the cruel, unforgiving world. Piagets background Jean Piaget (1896-1980) was actually not a psychologist at first he dedicated his time to mollusc research. In fact, by the time he was 21 hed already published twenty scientific papers on them He soon moved to Paris, and got a job interviewing mental patients. Before long, he was working for Alfred Binet, and refining Burts reasoning test. During his time working at Binets lab, he studied the way that children reasoned.After two years of working with children, Piaget finally realised what he wanted to investigate childrens development He noticed that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less knowledgeable, but gave different answers because they thought differently. He spent over 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories especially of its time.Its no lie that there are many in the raw, possibly more valid theories now, but Piagets theory has had a lot of influence on schools, teaching and education all over the world. So, lets begin exploring Piagets theory, the key concepts and the stages. Jean Piagets theory of cognitive development. Background Piagets theory is base on stages, whereby each stage represents a qualitatively different type of recollecting. Children in stage one sternnot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to some separate are generally very fast, and the stages perpetually follow an invariant sequence. some other important characteristic of his stage theory is that they are universal the stages will work for everyone in the world regardless of their differences (except their age, of course, which is what the stages are based on ) Piaget acknowledged that there is an fundamental interaction between a child and the environment, and this is a focal point for his theory. He believed a child cannot learn unless they are constantly interacting with their environment, making mistakes and then development from them. He defined children as lone scientists he did not identify any rent for teachers or adults in cognitive development.Children wee all the cognitive mechanisms to learn on their own, and the interaction with their environment allows them to do so. To put this in perspective, another theory by Lev Vygotsky suggested that the interaction is not important at all the child will learn when encouraged to with an adults assistance. The Key Concepts of Piagets theory Before explaining the principal(prenominal) part of Piagets theory (the four stages), its very important to look at some of the underlying principles behind it. Schema (pl.Schemata, although some phrase Schemas for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They are cognitive structures that represent a veritable aspect of the world, and can be seen as categories which have certain pre-conceived i deas in them. For example, my schema for Christmas includes Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc.Of course, there are schemata for all kinds of things yourself (self schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). With regards to Piagets theory, a child might have a pre-conceived schema for a track. If the fellowship has a small West Highland White Terrier as a dog, the schema might be small, furry, four legs, white. When the child interacts with a upstart dog perhaps a Labrador, it will change to incorporate the new entropy, such as big, golden, smooth etc. This is known as AssimilationSimply the process of incorporating new information into a pre- going schema. So with the dog example, the child assimilated the Labradors information into the old dog sch ema. Assimilation is essentially fitting new information into schemata we already have in place. Unfortunately, this can lead to stereotyping. For example, if an old lady sees a teenager mug another person, she might assimilate violence or crime into her teenage schema. Next time she sees a teenager, her schema will be applied to them and although they may be a kind person, she will probably show prejudice.Assimilation is normally a simple process, as new information already fits the pre-exisiting categories. Accommodation When coming across a new object for the first time, a child will attempt to follow out an old schema to the object. For consistency, lets use the dog example again. The child may have four legs, furry in their dog schema. When coming across another similar animal, such as a cat, they might say Look, a dog thats assimilation. However, when told that its actually a cat not a dog they will accommodate the new information into another schema.They will now form a cat schema not all four legged furry animals are dogs some are cats too . They have accommodated the new information. The process just mentioned of assimilation then accommodation is known as Adaptation Assimilation and accommodation are the two parts of adaptation which is solely what it says adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of information, but an entirely different form to the kind youd see in deportmentist psychology for example (such as operant/classical conditioning). EquilibriumPiaget suggested that humans naturally strive to achieve a cognitive balance there must(prenominal) be a balance between applying prior knowledge (assimilation) and changing schemata to account for new information (accommodation). Piaget suggested that when a child has a schema which doesnt fit reality, there is tension in the mind. By balancing the use of assimilation and accommodation, this tension is reduced and we can proceed to higher levels of thought and learning (equilibration). The following stages form the bulk of Piagets theory STAGE ONE The Sensorimotor stage Occurs from birth to approx. years old. During this stage, information is received through all the senses. 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. The child utilizes innate behaviours to enhance this learning process, such as sucking, looking, grasping, crying and listening. To make this even more complex, there are 6 sub-stages of this one stage. To begin, the child uses only reflexes and innate behaviour. Towards the end of this stage, the child uses a range of complex sensorimotor skills. The sub-stages are as follows 1.Reflexes (0-1 month) The child uses only innate reflexes. For example, if a nipple or dummy is put into a babys mouth, they will reflexively suck on it. If an object is placed in their palm, the hand will automatically grab it. These reflexes have the sole break down of keeping the child alive. 2. Primary Circular Actions (1-4 months) The child now has a fixation with its own body with regards to behaviour(what Piaget refers to as primary behaviour) they will behave actions repeatedly on themselves (like sucking their own hand). They also begin to refine reflexes here to form more complex versions of them. 3.Secondary Circular Reactions (4-8 months) At around 4 months, the child begins to take an interest in their environment (their behaviour is secondary). They notice that they can actually influence events in their world, for example they can drop a trip which bashes a ball on the floor. Although this occurs, the infant will not make conscious connections between what they do and the consequences, they merely observe that their actions have fire opinions. 4. Co-ordination of Secondary Circular Reactions (8-12 months) At this point, the child begins to engage in goal-directed behaviour they begin to develop cause-effect relationships.So rather than crawl over to a teddy in a cart to pick it up, they might instead pull the cart over with the teddy in to acquire it. The child effectively knows that their behaviour will have a certain consequence. At this stage, object permanence is acquired but I will explain this after these sub-stages. 5. Tertiary Circular Reactions (12-18 months) At this stage, children like to use creativity and flexibility with their previous behaviours, and the result of their experimentation often leads to different outcomes.So rather than grabbing a box, they might instead try to topple or manipulate it. 6. Symbolic/Mental Representation (18-24 months) 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. Now, however, the child can plan to some extent and mentally construct the consequences of an action in their head. Of course, predictions are not always accurate, but it is a step up from trial-and-error.There are two key examples of mental representation in children object permanence and deferred imitation. heading permanence is when objects exist even when out of sight. In the first three sub-stages, children will not attempt to search for an object which is hidden from their view in their mind, the object simply ceases to exist as they cannot see it. At sub-stage four, however, they show this characteristic of object permanence. If an object is hidden from them, they will attempt to find it, but will repeatedly look in the same place even if the object is moved (the so called A-not-B error).However, by sub-stage 6, the child is able to mentally represent the object in their mind, leading to exploration for an object even if it is moved. They will continue to look for an object until they find it, as they understand objects exist regardless of where they are. Deferred imitation i s simply the imitation of behaviour a child has seen before. As a child can mentally represent behaviour they have seen, they are able to enact it through playing and in other situations. So a child might talk down a run telephone or steer a toy car around the room.STAGE TWO The Pre-operational Stage Occurs from 2-7 years of age. The mental representation of the sensorimotor stage provides a smooth transition to semiotic functioning in the pre-operational stage. This essentially means that a child can use one object to represent another (symbolically). For example, a child swinging their arms in a circular motion might represent the wheels on a train, or sticking their arms out and running might symbolise the movement of an aeroplane. This shows the relationships children can form between language, actions and objects at this stage.A major characteristic of this stage is egocentrism perception of the world in relation to oneself only. Children try to perceive situations from anot her point of view or perspective, as shown by Piaget and Inhelders Three Mountains Task (1956). In this study, children were asked what can be perceived from certain positions on a 3D model. See the diagram below for a clearer idea. Piaget and Inhelder Three Mountains Task (1956) 1 The child would have been asked, What view does Piaget have? . In the actual study though, they were shown around 8 cards of possible viewpoints rather than the three above.As you can imagine, the children struggled to decentralise and pick the even picture. Another feature of this stage is conservation. Children struggle to understand the difference in quantity and measurements in different situations. For example, suppose a child is shown a short, fat beaker full of water. When that water is transferred entirely to a tall, thin beaker we would know the level of water is identical only the beaker has changed. However, a child in this stage will discontinue there is more water in the tall beaker, just because the level of water looks higher.Children in this stage also lack the required cognition to apply reversibility to situations they cannot imagine objects or numbers reversed to their previous form. This will be explored in the next stage (where reversibility IS present). When a child has the ability to decenter, they are state to progress to the next stage STAGE THREE The Concrete Operational Stage Occurs from 7-11 years of age. This stage sees another shift in childrens cognitive thinking. It is aptly named cover because children struggle to apply concepts to anything which cannot physically be manipulated or seen.Nevertheless, the child continues to improve their conservation skills, and by the age of 11 they can preserve numbers, weight and volume (acquired in that order). The child can also understand principles of class inclusion perspective tasks become much easier, and children begin to understand that other people actually have different views to themselves. Simple maths, such as addition/subtraction become much easier. However, as this stage is concrete, Piaget suggests children will struggle to apply any prior knowledge to abstract situations.For example, when asked seriation tasks such as John is taller than Pete. John is shorter than Simon. Who is tallest? , concrete children often fail to provide a correct answer as the situation is too abstract. However, when dolls are used to represent Pete, Simon and John, the children are able to answer as the situation is bought back to a concrete one with physical representations. STAGE FOUR The Formal Operational Stage. Occurs from age 11 onwards. Children at this stage acquire the ability to think hypothetically and outdoor(a) the box.Logical conclusions can be inferred from verbal information, and concrete, physical objects are no longer necessary. When presented with a conundrum, children at this stage can consider solutions to the problem in a logical manner. The child becomes increasingly adult-like with regards to their cognitive abilities. Scientific reasoning is apparent in this stage, and is indicated by Piaget and Inhelders Pendulum Task (1958). When asked to determine the effect different weights and rope length have on the speed of a swinging pendulum, formal operational children came to consistent and logical conclusions.