Jean Piaget Power Point Pres Tent at Ion

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JEAN PIAGET; THEORY OF

COGNITIVE DEVELOPMENT

PSYCH 30; CHARLOTTE JIM, NIKEDA STONE, KAYLA FOX



Theory of Cognitive DevelopmentJean Piaget theory of cognitive development involves changes in cognitive processes and

abilities. In Jean Piaget views, early cognitive development involves processes based uponactions and later progresses into changes in mental operations. Schemas, assimilation,

accommodation, and equilibration are Piaget key concepts into his genius theory of

cognitive development.

Schemas- A schemas describes both the mental and physical actions involved in

understanding and knowing.

Assimilation- The process of taking in new information into our previously existingschema’s is known as assimilation. The process is somewhat subjective, because we tend to

modify experience or information somewhat to fit in with our pre-existing beliefs.

Accommodation- Another part of adaptation involves changing or altering our existing

schemas in light of new information, a process known as accommodation. Accommodation

involves altering existing schemas, or ideas, as a result of new information or new

experiences. New schemas may also be developed during this process.

Equilibration- Piaget believed that all children try to strike a balance between assimilation

and accommodation, which is achieved through a mechanism Piaget called equilibration. As

children progress through the stages of cognitive development, it is important to maintain a

balance between applying previous knowledge (assimilation) and changing behavior to

account for new knowledge (accommodation). Equilibration helps explain how children are

able to move from one stage of thought into the next.



THE FOUR STAGES OF PIAGET

COGNITIVE DEVELOPMENT

Stage one; SENSORIMOTOR STAGE (birth to approx. 2 years)

During the sensorimotor stage, an infant’s knowledge of the world is limited to

their sensory perceptions and motor activities. Children utilize skills and

abilities they were born with, such as looking, sucking, grasping, and listening,

to learn more about the environment. The development of object performance

is one of the most important accomplishments of the sensorimotor stage of development. Objects performance is a child’s understanding that objects

continue to exist even though they cannot be seen or heard.



Sub stages of Sensorimotor stage•

Reflexes (0-1month):

During this sub-stage,the child understands

the environment purelythrough inborn reflexessuch as sucking andlooking.



PRIMARY CIRCULAR

REACTIONS (1-4

MONTHS);

This substage involvescoordinating sensation and

new schemas. For

example, a child may such

his or her thumb by

accident and then laterintentionally repeat the

action. These actions are

repeated because the

infant finds them

pleasurable.



SECONDARY CIRCULAR

REACTIONS(4-8 MONTHS)

During this sub-stage,the child becomes

more focused on the

world and begins to

intentionally repeat anaction in order to

trigger a response in

the environment. For

example, a child will

purposefully pick up a

toy in order to put it in

his or her mouth



COORDINATION OF

REACTIONS(8-12

MONTHS)

During this sub-stage, thechild starts to show clearlyintentional actions. The childmay also combine schemas inorder to achieve a desiredeffect. Children beginexploring the environmentaround them and will oftenimitate the observed behaviorof others. The understandingof objects also begins duringthis time and children beginto recognize certain objects as

having specific qualities. Forexample, a child might realizethat a rattle will make a soundwhen shaken.



TERTIARY CIRCULAR

REACTIONS(12-18

MONTHS)

Children begin aperiod of trial-and-

error experimentation

during the fifth sub-

stage. For example, achild may try out

different sounds or

actions as a way of

getting attention from

a caregiver



EARLY REPRESENTATIONAL

THOUGHT (18-24)

Children begin todevelop symbols to

represent events orobjects in the world inthe final sensorimotor

sub-stage. During thistime, children begin to

move towardsunderstanding theworld through mental

operations rather thanpurely throughactions.



STAGE 2;

PREOPERATIONAL

STAGE 2-7 YRS

For Example

Click here for video

During the preoperational stagechildren can mentally represent

events and objects, and engage

in symbolic play. Their thoughts

and communications are

typically egocentric.

Egocentrism, refers to a child’s

inability to see a situation from

another person’s point of view.

According to Piaget, an

egocentric child assumes that

other people see, hear, and feel

exactly the same as a child does.

http://www.youtube.com/watch?v=rc4FcoCUV6I

http://www.youtube.com/watch?v=rc4FcoCUV6I



CONCRETE OPERATONAL STAGE

7 years to approx 11 years

Can think logically about objects and events Achieves conservation of number

(age 6), mass (age 7), and weight (age 9)

Classifies objects according to several features and can order them in series

along a single dimension such as size.

•

At this stage, children are able to see things from different points of view and toimagine events that occur outside their own lives. Some organized, logical thought

processes are now evident and they are able to:

• order objects by size, color gradient, etc.

• understand that if 3 + 4 = 7 then 7 - 4 = 3

• understand that a red square can belong to both the 'red' category and the 'square'

category

• understand that a short wide cup can hold the same amount of liquid as a tall thin

cup

• However, thinking still tends to be tied to concrete reality



FORMAL OPERATIONAL STAGE

11 YEARS +• During this time, people develop

the ability to think about abstractconcepts. Skills such as logicalthought, deductive reasoning, andsystematic planning also emergeduring this stage

• There are 2 major characteristics

of formal operational thought.



The first is 'hypothetic-deductive reasoning'.

When faced with a problem,adolescents come up with a

general theory of all possiblefactors that might affect theoutcome and deduce from it

specific hypothesis that mightoccur. They then systematically

treat these hypothesis to seewhich ones do in fact occur in

the real world. Thus,adolescent problem solvingbegins with possibility and

proceeds to reality.

The second important

characteristic of this stage is

that it is 'propositional' innature.

Adolescents can focus on

verbal assertions and evaluate

their logical validity withoutmaking reference to real-world

circumstances. In contrast,

concrete operational children

can evaluate the logic of

statements by considering

them against concrete

evidence only



THANK YOU

ANY QUESTIONS, COMMENTS, OR ANYONE

WANT TO ADD JUST IN I MAY HAVE FORGOTTEN

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