Jean Piaget EDRD 613 Suzanne Peters Lexi Allman Amanda Fecik

Jean PiagetJean Piaget

EDRD 613EDRD 613Suzanne PetersSuzanne Peters

Lexi AllmanLexi AllmanAmanda FecikAmanda Fecik

BiographyBiography

Born in Neuchatel, Switzerland in 1896Born in Neuchatel, Switzerland in 1896 He found his mother somewhat neurotic He found his mother somewhat neurotic

which led to his interest in psychology which led to his interest in psychology He published his first paper when he was He published his first paper when he was

10!10! He wanted to find a biological explanation He wanted to find a biological explanation

of knowledge – his search started with of knowledge – his search started with philosophy and ended with psychologyphilosophy and ended with psychology

BiographyBiography 1918 – earned a Doctorate in Science – began 1918 – earned a Doctorate in Science – began

teaching philosophy and psychology and teaching philosophy and psychology and researched how children reason which led to his 1researched how children reason which led to his 1stst 5 books5 books

1923 – married; had 3 children; 31923 – married; had 3 children; 3rdrd was a boy who was a boy who he used for further observations which led to his he used for further observations which led to his next 3 books!next 3 books!

1929 – 1967: director of International Bureau of 1929 – 1967: director of International Bureau of education; influential in bringing women into education; influential in bringing women into experimental psychologyexperimental psychology

He had many other jobs and honorary degrees; he He had many other jobs and honorary degrees; he wrote over 60 books and hundreds of articles; he wrote over 60 books and hundreds of articles; he continued to tie his psychology work to biology for continued to tie his psychology work to biology for many yearsmany years

Died in 1980Died in 1980

TheoryTheory Throughout his life Piaget became interested Throughout his life Piaget became interested

in the nature of thought itself. He called it in the nature of thought itself. He called it genetic epistemology.genetic epistemology.

He found that at a certain age children could He found that at a certain age children could solve a reasoning problem, but at an earlier solve a reasoning problem, but at an earlier age, they nearly always gave the same wrong age, they nearly always gave the same wrong answer. This led to his Cognitive Stages.answer. This led to his Cognitive Stages.

He developed and named four cognitive He developed and named four cognitive stages:stages: SensorimotorSensorimotor PreoperationalPreoperational Concrete OperationsConcrete Operations Formal OperationsFormal Operations

How do we adjust the new information How do we adjust the new information we learn from our environment?we learn from our environment?

AdaptionAdaptionAssimilationAssimilation - We incorporate the - We incorporate the

new information with existing new information with existing ‘cognitive structures’ or information.‘cognitive structures’ or information.

AccommodationAccommodation - We change our - We change our existing cognitive structures to include existing cognitive structures to include new information.new information.

EquilibriumEquilibrium - A balance between the - A balance between the two two (assimilation & accommodation).(assimilation & accommodation).

4 Concrete Strategies4 Concrete Strategies

Sensorimotor StageSensorimotor Stage

Infancy to 2 years oldInfancy to 2 years old Intelligence is shown through motor Intelligence is shown through motor

activity without the use of symbolsactivity without the use of symbolsBeginning to develop knowledge based Beginning to develop knowledge based

on physical interactions and on physical interactions and experiencesexperiences

Develop object permanenceDevelop object permanenceStart to begin physical mobilityStart to begin physical mobilityAt the end of stage – develop symbolic At the end of stage – develop symbolic

languagelanguage

Preoperational StagePreoperational Stage

• Usually between 2-7 years oldUsually between 2-7 years old Use of Use of symbolssymbols (something that (something that

represents something else)represents something else) Examples: Language and Creative Play – (i.e. Examples: Language and Creative Play – (i.e.

checkers are cookies)checkers are cookies) Understanding of past and futureUnderstanding of past and future Child is Child is egocentricegocentric (sees things from his (sees things from his

own point of view)own point of view) Can Can centercenter in on only one part of a in on only one part of a

problem or communication at a time.problem or communication at a time.


Inability to conserve liquid Inability to conserve liquid volumevolume

Children reason based on how Children reason based on how things appear rather than on things appear rather than on logic logic


OvergeneralizationOvergeneralization (i.e. all things (i.e. all things on our feet are called shoes)on our feet are called shoes)

When the child is able to When the child is able to decenterdecenter he is moving on to the next stage.he is moving on to the next stage.

Concrete Operations StageConcrete Operations Stage

Begins around the age of 7.Begins around the age of 7.CategorizationCategorization: Can arrange things in : Can arrange things in

order. order. Seriation: can arrange objects by a Seriation: can arrange objects by a

dimension. (Ex. Weight)dimension. (Ex. Weight) Transitive: can infer relationships between Transitive: can infer relationships between

two objects based on a third (Ex. Sticks)two objects based on a third (Ex. Sticks) Class Inclusion: can understand the Class Inclusion: can understand the

difference between a whole and it’s partsdifference between a whole and it’s parts


Inductive and Deductive Reasoning: Inductive and Deductive Reasoning: Logical reasoning where observations become Logical reasoning where observations become

general conclusionsgeneral conclusions Logical reasoning that changes a conclusion Logical reasoning that changes a conclusion

about a whole group to particular members of about a whole group to particular members of the groupthe group

Conservation:Conservation: Identity: an object is the same even when Identity: an object is the same even when

moved to a different shapemoved to a different shape Reversibility: Reversibility: Once an object is molded it Once an object is molded it

can be switched backcan be switched back Decenter: focus on two dimensions Decenter: focus on two dimensions


Number and Mathematics:Number and Mathematics: Can count in their headsCan count in their heads Can count onCan count on Can solve simple story problemsCan solve simple story problems

Spatial ThinkingSpatial Thinking: Can tell how far it : Can tell how far it is from one place to another and how is from one place to another and how long it might take to get therelong it might take to get there

Formal Operations StageFormal Operations Stage

Enter stage around age of 12Enter stage around age of 12They become confident in adult style They become confident in adult style

thinking.thinking.They use logical operations. They They use logical operations. They

use them in the abstract rather than use them in the abstract rather than the concrete – the concrete – Hypothetical Hypothetical ThinkingThinking


Grouping in four different waysGrouping in four different ways ConjunctionConjunction DisjunctionDisjunction ImplicationImplication IncompatibilityIncompatibility


This is a stage that everyone may This is a stage that everyone may not get to.not get to.

Some cultures don’t develop or value Some cultures don’t develop or value it like “we” do.it like “we” do.

Abstract reasoning is simply not Abstract reasoning is simply not universal.universal.

In the ClassroomIn the Classroom

Allowing the students to make mistakes.Allowing the students to make mistakes. Discover their own errors and correct them.Discover their own errors and correct them.

• Obtain insights into the child’s view of the Obtain insights into the child’s view of the worldworld

• Provide appropriate materialsProvide appropriate materials• Ask encouraging questionsAsk encouraging questions• Allow the child to construct his own knowledgeAllow the child to construct his own knowledge• Hands on and concrete experiencesHands on and concrete experiences• Explore the nature of things through trial and Explore the nature of things through trial and

error.error.

4 Cognitive Stages4 Cognitive Stages

http://www.youtube.com/watch?http://www.youtube.com/watch?v=9yhXjJVFA14 v=9yhXjJVFA14

ReferencesReferences

http://webspace.ship.edu/cgboer/piagehttp://webspace.ship.edu/cgboer/piaget.htmlt.html

http://www.pbs.org/wgbh/aso/http://www.pbs.org/wgbh/aso/databank/entries/dh23pi.html databank/entries/dh23pi.html

http://www.web.pdx.edu/~youngt/http://www.web.pdx.edu/~youngt/Psy311WebSkinner/PSY311UPsy311WebSkinner/PSY311U%20Lecture%20files/Ellen's%20Slides%20Lecture%20files/Ellen's%20Slides%20PDF/06.Piaget.pdf%20PDF/06.Piaget.pdf

http://psychology4a.com/http://psychology4a.com/develop2.htmdevelop2.htm

ReferencesReferences

http://www.edpsycinteractive.org/http://www.edpsycinteractive.org/topics/cognition/piaget.html topics/cognition/piaget.html

http://www.scholastic.com/teachers/http://www.scholastic.com/teachers/article/pioneers-our-field-jean-piaget-article/pioneers-our-field-jean-piaget-champion-childrens-ideas champion-childrens-ideas

Papalia, D.E., Olds, S.W., Feldman, Papalia, D.E., Olds, S.W., Feldman, R.D. (2007). Human Development. R.D. (2007). Human Development. McGraw-Hill: Boston, MA. McGraw-Hill: Boston, MA.

Documents

Jean Piaget EDRD 613 Suzanne Peters Lexi Allman Amanda Fecik