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MID-TWENTIETH CENTURY THEORIESORGANISMIC PERSPECTIVE
Unit 3Theoretical Perspectives of
Human Development
Overview
Organismic PerspectiveCognitive Development √
Cognitive Development - Piaget
Born: August 9, 1896Died: Sept. 16, 1980Birth Place:
Neuchatel, SwitzerlandEducation:
Received PhD from University of Neuchatel
Married in 1923 to Valentine Chatenay and bore 3 children(Piaget, 1952)
Cognitive Development - Piaget
Jean Piaget (1896-1980) was one of the 20th centuries most influential researchers in the area of developmental psychology.
Piaget originally trained in the areas of biology and philosophy.
• Piaget believed: Children are constructivists, and they are intrinsically motivated to learn
• He noticed that young children's answers were qualitatively different than older children.
Cognitive Development - Piaget
This suggested to him that the younger children were not less knowledgeable but, instead, answered the questions differently than their older peers because they thought differently.
This implies that human development is qualitative (changes in kind) rather than quantitative (changes in amount).
There are two major aspects to his theory:- the process of coming to know and- the stages we move through as we
gradually acquire this ability.
What is cognition?
Virtually everything we do involves thinking or cognitive functioning Recalling a phone number Remembering a list Following directions Reading your watch (how much time until…?)
How do children become able to do all these things?
Why are some better at some tasks?Why are some quicker to develop?
A Constructivist Approach
Jean Piaget’s theory remains the standard against which all other theories are judged Often labeled constructivist
because it depicts children as constructing knowledge for themselves
Children are seen as Active Learning many important
lessons on their own Intrinsically motivated to learn
Nature and Nurture
Piaget believed that nature and nurture interact to yield cognitive development
Adaptation: The tendency to respond to the demands of the environment to meet one’s goals
Organization: The tendency to integrate particular observations into coherent knowledge
Process of Cognitive Development
Piaget described two processes used by the individual in its attempt to adapt:
assimilation andAccommodation
Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner.
Process of Cognitive Development
Assimilation: The process by which people translate incoming information into a form they can understand
Piaget described two processes used by the individual in its attempt to adapt:
Accommodation: The process by which people adapt current knowledge structures in response to new experiences
Equilibration: The process by which people balance assimilation and accommodation to create stable understanding
Process of Cognitive Development
Assimilation Accomodation The process of using or transforming the environment so that it can be placed in preexisting cognitive structures.
The process of changing cognitive structures in order to accept something from the environment.
Example Example an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.
the infant modifies a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.
Stages of Cognitive Development
Stages of Cognitive Development
Sensorimotor
Birth–2 years
Understands world through senses andactions
Preoperational
2–7 years
Understandsworld throughlanguage andmentalimages
Concrete operational
7–12 years
Understandsworld through logicalthinking andcategories
Formal operational
12 years onward
Understandsworld throughhypotheticalthinking and scientificreasoning
Stages of Cognitive Development
Piaget’s theory identifies four developmental stages and the processes by which children progress through them.
The four stages are:1. Sensorimotor Stage (birth to 24
months)2. Preoperational Stage (2-7 years old)3. Concrete Operational Stage (7-11
years old)4. Formal Operational Stage (11-15
years old)
Piaget`stages of cognitive development
1. Sensorimotor StageBirth – 24 Months
In this period, intelligence is demonstrated through motor activity without the use of symbols.
Knowledge of the world is limited (but developing) because it is based on physical interactions and experiences.
Some symbolic abilities are developed at the end of this stage.
1. Sensorimotor StageBirth – 24 Months
Sensory contact understanding.The child explores the world surrounding them
using it’s sensesInitially sucking/grasping reflex and moving onto
reaching for objects out of reach.Initially the baby cannot understand a object exists
out of sight.As the baby reaches around 7/8 months a child will
begin to understand the object/person still exists when out of sight.
6 Stages of Sensorimotor Stage
1. Modification of reflexes (0-1months) Strengthens and
differentiates reflexes
3. Secondary Circular Reaction (4-8
months) Focus is on the
outside world
2. Primary Circular Reaction (1-4 months) Circular pattern of
having a stimulus and responding
Focus is on own body
4. Coordination of Secondary Schema
(8-12 months)Goal oriented behaviorApply ability to other
things
6 Stages (Continued…..)
5. Tertiary Circular Reaction (12-18 months) Active potential Explore object’s potential
6. Invention of New Means through Mental Combinations (18-24 months) Child moves from overt to
covert thoughts The child can use mental
representation instead of physical objects (Piaget, 1952; Brainerd, 1978).
2. Preoperational Stage(2-7 years old)
In this period, intelligence is demonstrated through the use of symbols.
Language use matures.Memory and imagination are developed.Thinking is done in a non-logically nonreversible
mannerEgo centric thinking predominatesChildren use symbols but there are many errors in
thinking Egocentrism Centration Confuse appearance and reality (Conservation)
2. Preoperational Stage(2-7 years old)
• Semiotic Function Language develops Uses symbols to represent
ideas Verbal and written
language develops
• Semi-logical Reasoning They get the general idea Conservation
• Egocentrism It is all about them They can not differentiate
between themselves and the world
• Limited social cognition• Morality of Constraint
No bending of the rules
• Rigidity of Thought Centration: focus on one
aspect of an object
• Morality of Co-Operation They bend the rules a little
bit
An example of young children’s egocentric conversations.
Egocentrism
Piaget’s train problem
If two trains start and stop at the same time, but one stops farther up the track, children below age 8 usually say that the train that stopped farther up the track traveled for more time.
WHY CAN’T CHILDREN IN PIAGET’S PREOPERATIONAL STAGE CONSERVE?
CAN CHILDREN IN THIS STAGE BE TAUGHT TO CONSERVE?
QUESTIONS
What is CONSERVATION?
“the awareness that a quantity remains the same despite a change in its appearance”
=
CONSERVATION
Make sure that the children do not fail to conserve because they do not understand the terms used in the questions- Piaget has been criticized for using difficult questions.
Do you have more blocks or do I have more blocks or do we have the same amount of blocks?
Procedures used to test conservation of liquid quantity, solid quantity, and number
Most children below age 7 say that the taller liquid column has more liquid, the longer sausage has more clay, and the longer row has more objects.
Conservation Tasks
Concrete Operational Stage (7-11 years)
Children begin to reason logically about the world
They can solve conservation problems, but their successful reasoning is largely limited to concrete situations
Thinking systematically remains difficult
Formal Operational Stage (11-15 years old)
Intelligence is demonstrated through the logical use of symbols related to abstract concepts.
There could be a return to egocentric thought early in the period.
Cognitive development culminates in the ability to think abstractly and to reason hypothetically
Individuals can imagine alternative worlds and reason systematically about all possible outcomes of a situation
Formal Operations (Continued…..)
Children formulate hypothesis by taking concrete operations and generate hypothesis about logical relations
Pendulum Swing The process is more
important than the solution (Piaget, 1952; Brainerd, 1978).
Implications for Education
Curriculum: Educators must plan a developmentally appropriate curriculum that enhances their student’s logical and conceptual growth.
Instruction: Teachers must emphasize the critical role that experiences, or interactions with the surrounding environment play in student learning (Bybee & Sund, 1982).
Piaget’s view of children’s cognitive development suggests that children’s distinctive ways of thinking at different ages need to be considered in deciding how best to teach them
Implications for Education
In addition, because children learn by mentally and physically interacting with the environment, relevant physical activities, accompanied by questions that call attention to the lessons of the activities, are important in educational practice.
Criticism
Underestimates cognitive competence in infants; overestimates in adolescence
Although Piaget’s theory remains highly influential, some weaknesses are now apparent
The stage model depicts children’s thinking as being more consistent than it is
Infants and young children are more cognitively competent than Piaget recognized
Object permanence in 3-month-olds (Bower, 1974) Number conservation in 4 year olds (McGarrigle &
Donaldson, 1974)