chapter 7: piaget’s theory of cognitive development module 7.1 general principles of piaget’s...
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Chapter 7: Piaget’s Theory of Cognitive Development
Module 7.1 General Principles of Piaget’s Theory
Module 7.2 Piaget’s Four Stages of Cognitive Development
Module 7.3 Evaluating Piaget’s Theory
Module 7.4 Beyond Piaget’s Theory
Children and Their Development, 3/e by Robert Kail
7.1 General Principles of Piaget’s Theory
Schemes
Assimilation and Accommodation
Equilibration and Stages of Cognitive Development
7.1 Schemes
• Schemes are like categories; they organize experience and knowledge
• Schemes first based on actions, then functions, and conceptions
7.1 Assimilation and Accommodation
• In assimilation, new experiences are readily incorporated into existing schemes
• In accommodation, existing schemes must be changed to incorporate new information
7.1 Equilibration and Stages of Cognitive Development
• Equilibrium: when assimilation and accommodation are in balance
• Periodically, schemes are inadequate and disequilibrium occurs. Equilibration is the process of reaching a new state of equilibrium
• Metaphor of child as scientist• Three reorganizations of theories lead to 4
stages of cognitive development
7.2 Piaget’s Four Stages of Cognitive Development
The Sensorimotor Stage
The Preoperational Stage
The Concrete Operational Stage
The Formal Operational Stage
7.2 The Sensorimotor Stage
• From birth to approximately 2 years• Begins with reflexive responding and ends
with using symbols• Object permanence: understanding that
objects exist independently
7.2 The Preoperational Stage
• From approximately 2 to 7 years• Children use symbols but are many errors in
thinking> Egocentrism> Centration> Confuse appearance and reality
Three Mountains Problem
7.2: The Preoperational Stage
Conservation Tasks
7.2: The Preoperational Stage
Models as Symbols or “Shrinking Rooms”
7.2: The Preoperational Stage
7.2 The Concrete Operational Stage
• From approximately 7 to 11 years• Thinking based on mental operations
(strategies and rules that make thinking more systematic and powerful)
• Operations can be reversed• Focus on the real and concrete, not the
abstract
7.2 The Formal Operational Stage
• From approximately 11 years to adulthood• Adolescents can think hypothetically• Use deductive reasoning
7.3 Evaluating Piaget’s Theory
Piaget’s Contributions to Child Development
Criticisms of the Theory
7.3 Piaget’s Contributions to Child Development
• Piaget’s contributions: > the study of cognitive development itself> a new, constructivist view of children> fascinating, often counterintuitive,
discoveries
7.3 Criticisms of the Theory
• Some criticisms:> alternative accounts of performance> consistency in performance> training on Piagetian concepts> actual versus possible thinking
Object Permanence and the “Impossible Event”
7.3: Criticisms of the Theory
7.4 Beyond Piaget’s Theory
Neo-Piagetian Approaches to Cognitive Development
The Child as Theorist
The Sociocultural Perspective: Vygotsky’s Theory
7.4 Neo-Piagetian Approaches to Cognitive Development
• Retain Piaget’s basic claim of stages of intellectual development
• Each child develops distinct conceptual structures that reflect experience
• Working memory improves with age which allows children’s thinking to become more complex
7.4 The Child as Theorist
• Builds on Piaget’s metaphor of child as scientist• Research traces children’s knowledge of
> naive physics (understanding objects)> naive psychology (theory of mind)> and naive biology (understanding unique
properties of animate objects)
“Impossible” Physics Problem
7.4 The Child as Theorist
Movement in Animate and Inanimate Objects
7.4 The Child as Theorist
Theory of Mind
7.4 The Child as Theorist
7.4 The Sociocultural Perspective: Vygotsky’s Theory
• Cognitive development is inseparable from social and cultural contexts
• Zone of proximal development: difference between what can do alone or with assistance
• Scaffolding: teaching style that matches assistance to learner’s needs
• Private speech: comments intended to regulate own behavior
• Inner speech: thought
Cultural Differences in Parental Scaffolding
7.4: The Sociocultural Perspective