PiagetPiaget

Piaget’s theory covers how our Piaget’s theory covers how our thinking develops as we move from thinking develops as we move from being a baby to being an adult. being a baby to being an adult. Because it covers the development Because it covers the development of thinking, it is called a theory of of thinking, it is called a theory of “cognitive development.”“cognitive development.”

PiagetPiaget

Understanding Piaget’s theory is very Understanding Piaget’s theory is very important. important.

Concepts to focus on: Concepts to focus on: EquilibriumEquilibrium and and related concepts (adaptation, related concepts (adaptation, accommodation, assimilation, schemas), accommodation, assimilation, schemas), Stages of developmentStages of development (sensorimotor, (sensorimotor, preoperational, concrete operational, preoperational, concrete operational, formal operational), aspects of cognition formal operational), aspects of cognition (reversibility, decentering, egocentrism, (reversibility, decentering, egocentrism, conserving), conserving), Applications to classroomApplications to classroom..

“Piaget” is pronounced /pee-ah-ZHAY/

SchemaSchema

A schema is our understanding of a A schema is our understanding of a concept—the network of knowledge concept—the network of knowledge and understanding in our minds we and understanding in our minds we have related to an idea.have related to an idea.

Sometimes our schemas can be Sometimes our schemas can be applied to new situations and applied to new situations and sometimes our schemas are not sometimes our schemas are not sufficient for a new situation.sufficient for a new situation.

SchemaSchema

A baby’s schema about cats

fur4 legs

2 ears

2 eyes

tail

Piaget’s theory explains how our schemas change as we have learning experiences.

EquilibriumEquilibriumA state of cognitive balance between individuals’ understanding of the world and their experiences.

Schemas and equilibrium:A person is experiencing equilibrium when his or her theory (or scheme) of something explains past experiences successfully and predicts new events successfully.

IN OTHER WORDS: The understanding you have explains the experience you are having.

Example of disequilibrium: When Galileo looked at the sky with his new telescope, what he observed was different from what he understood. He understood the sun to revolve around the earth. He observed that the movement of the stars did not support this idea. He had to figure out a new understanding to support his observations.

EquilibriumEquilibrium

We all try to maintain equilibrium—it We all try to maintain equilibrium—it gives us a sense of being able to gives us a sense of being able to cope with the world.cope with the world.

When an experience does not match When an experience does not match our understanding, we experience our understanding, we experience distress in our disequilibrium. This distress in our disequilibrium. This distress drives us to ADAPT—either distress drives us to ADAPT—either we adapt our understanding we adapt our understanding (accommodation) or we adapt our (accommodation) or we adapt our experiences (assimilation).experiences (assimilation).Adaptation: the process of adjusting schemes and experiences to each other

to maintain equilibrium.

Schemes and organizationSchemes and organization

doggie

2 ears tail

furry

A child’s scheme about “dog”:

2 ears

tail

fur

Child sees:

1. 2.

Doggie!!!

Child says:

3.

Moment of disequilibrium: scheme does not work!

That’s not a doggie, that’s a kitty. Kitty says meow, doggie says bow wow

4.

Adaptation: accommodation

doggie

2 ears tail

furry

kitty

2 ears tail

furry meowbow wow

5. New scheme

Schemes are mental patterns, operations, and systems. The process of forming and using schemes in an effort to understand how the world works is organization.

Developing and Maintaining Developing and Maintaining EquilibriumEquilibrium

Scheme: mental patterns, operations, and systems—our understanding of the real world

Experiences in the “real world”

Interaction leads to disequilibrium and adaptation: assimilation and accommodation

A two year old child

believes that dogs are four

legged animals with

fur

This two year old sees a

cat and says, “Look at the

doggie!”

The parent says, “no,

that’s not a doggie,

that’s a cat.

The child’s definition of

dog changes: a dog has 4

legs, is furry, and does not say “meow.”

Scheme Experience Disequilibrium Accommodation

Accommodation vs. Accommodation vs. AssimilationAssimilation

ExperienceExperience AccommodationAccommodation—a form of —a form of adaptation in which an adaptation in which an existing scheme is modified existing scheme is modified and a new one is created in and a new one is created in response to experienceresponse to experience

AssimilationAssimilation—a form of —a form of adaptation in which an adaptation in which an experience in the environment experience in the environment is incorporated into an is incorporated into an existing schemeexisting scheme

Identify animalsIdentify animals Kitties and doggies are different Kitties and doggies are different animals even though both are animals even though both are furryfurry

Characteristics of kitty apply to Characteristics of kitty apply to other members of cat family (lion, other members of cat family (lion, tiger)tiger)

Drive carDrive car Driving stick shift is different Driving stick shift is different from driving automatic. I have from driving automatic. I have to learn to use the clutch and to learn to use the clutch and gear shift.gear shift.

I can drive a semi tractor because I can drive a semi tractor because it has a clutch and gear shift, just it has a clutch and gear shift, just like my old Toyota carlike my old Toyota car

CookCook You can’t make a cake in a You can’t make a cake in a microwavemicrowave

If I know how to cook one type of If I know how to cook one type of pasta, I can apply that knowledge pasta, I can apply that knowledge to other typesto other types

Play musicPlay music Brass instruments—you have to Brass instruments—you have to learn how the harmonic learn how the harmonic overtone series works in order overtone series works in order to play a hornto play a horn

Once you know one brass Once you know one brass instrument, you can play the instrument, you can play the others using the same knowledgeothers using the same knowledge

Accommodation vs. Accommodation vs. AssimilationAssimilation

Accommodation—you have to LEARN (or Accommodation—you have to LEARN (or change your thinking) in order to change your thinking) in order to ACCOMMODATE a new situation. A hotel ACCOMMODATE a new situation. A hotel provides accommodations—they CHANGE provides accommodations—they CHANGE the sheets & other aspects of the room for the sheets & other aspects of the room for each set of new guests.each set of new guests.

Assimilation—you can ASSIMILATE a new Assimilation—you can ASSIMILATE a new experience into your world by applying experience into your world by applying oldold knowledge. When you go into a new school knowledge. When you go into a new school or job, you try to ASSIMILATE to a degree so or job, you try to ASSIMILATE to a degree so you fit in—you try to become “old news” and you fit in—you try to become “old news” and not something new and different.not something new and different.

Factors influencing Factors influencing developmentdevelopment

Experiences with the physical world. For Experiences with the physical world. For example, after many experiences with example, after many experiences with concrete manipulatives, students can concrete manipulatives, students can engage with abstract mathematical engage with abstract mathematical concepts.concepts.

Social experience—the process of Social experience—the process of interacting—usually verbally—with others. interacting—usually verbally—with others. In the slide on schemes, it was a verbal In the slide on schemes, it was a verbal interaction between the mother and the interaction between the mother and the child that helped the child to develop a new child that helped the child to develop a new scheme for domestic animals.scheme for domestic animals.

Piaget’s Stages of Piaget’s Stages of DevelopmentDevelopment

Sensorimotor—a child at this age is Sensorimotor—a child at this age is learning how to deal with his or her body learning how to deal with his or her body (senses and motor skills, or the ability to (senses and motor skills, or the ability to move the body)move the body)

Preoperational—the child is not able YET to Preoperational—the child is not able YET to perform certain mental operations.perform certain mental operations.

Concrete Operational—the child is able to Concrete Operational—the child is able to perform operations about things he or she perform operations about things he or she can sense and handle (things that are can sense and handle (things that are concrete rather than abstract)concrete rather than abstract)

Formal Operational—the person can handle Formal Operational—the person can handle all adult forms of thinking and reasoning. all adult forms of thinking and reasoning.

If you understand what the words mean, it will help you to remember the stages.

Sensorimotor StageSensorimotor Stage

0-2 years0-2 years Children develop an understanding Children develop an understanding

the world using their senses and the world using their senses and physical abilities (motor capacities).physical abilities (motor capacities).

Early in this stage, children do not Early in this stage, children do not have a sense of have a sense of object permanenceobject permanence, , that when something disappears it that when something disappears it might still exist.might still exist.

Peek-a-boo is a game that gives children the experiences they need in order to develop object permanence. Older children are bored by this game because they already have a sense that objects that are not visible still exist. But children in the sensorimotor stage are learning this and are therefore fascinated by the game.

Visual learners: try to associate the pictures with the stage so you can remember the age.

Preoperational StagePreoperational Stage 2-7 years2-7 years Egocentrism—can only Egocentrism—can only

deal with own deal with own perspectiveperspective

Centration—focuses on Centration—focuses on single aspect of single aspect of somethingsomething

Lacks transformation, Lacks transformation, reversability, and reversability, and systematic reasoning.systematic reasoning.

Cannot conserveCannot conserve

The point of this is that children this age are not capable of doing certain types of thinking. Children fundamentally think differently from adults.

Semiotic function: the ability to use symbols—language, pictures, signs, or gestures—to represent actions or objects mentally. Pre-operational children are able to use symbols to represent things that are not present, a major accomplishment.

A special note on A special note on egocentrismegocentrism

You mean the world doesn’t

revolve around me?

Ego: Latin for “I”Centrism: “center”Everything is centered around me. This is how children think—and no wonder, since this is their experience as babies. As we grow up, we have to learn that other people exist and their needs are just as legitimate as ours.

Characteristics of pre-operational thinkingCharacteristics of pre-operational thinking

Egocentrism—the inability to interpret an event from someone Egocentrism—the inability to interpret an event from someone else’s point of view. else’s point of view.

Centration (centering)—the tendency to focus on the most Centration (centering)—the tendency to focus on the most perceptually obvious aspect of an object or event to the exclusion perceptually obvious aspect of an object or event to the exclusion of all others. A tall thin glass holds more liquid in it than a wide of all others. A tall thin glass holds more liquid in it than a wide tumbler because of the height.tumbler because of the height.

Transformation—the ability to mentally trace the process of Transformation—the ability to mentally trace the process of changing from one state to another. Shell games play on this changing from one state to another. Shell games play on this ability (or inability).ability (or inability).

Reversability—the ability to mentally trace a line of reasoning Reversability—the ability to mentally trace a line of reasoning back to its beginning. back to its beginning.

Systematic reasoning—the process of using logical thought to Systematic reasoning—the process of using logical thought to reach a conclusion. This process is not fully available to thinkers reach a conclusion. This process is not fully available to thinkers until formal operations.until formal operations.

Semiotic function—the ability to work with symbols (a major Semiotic function—the ability to work with symbols (a major accomplishment of pre-operational thinkers)accomplishment of pre-operational thinkers)

Collective monologue—children of this age will talk about what Collective monologue—children of this age will talk about what they are doing without really being involved in a conversation with they are doing without really being involved in a conversation with others.others.

The last three depend on being able to hold a thought about something that is different from immediate concrete experience. Remember, little kids fundamentally think differently from older people.

ConservationConservation

Conservation: the idea that the “amount” of some substance stays the same regardless of its shape or the number of pieces into which it is divided.

Pour the same amount of water into two differently-shaped glasses. A child who cannot conserve will think that the one on the right has more water in it because it is taller.

Concrete Operational StageConcrete Operational Stage

7-11 years7-11 years Can think logically Can think logically

about concrete about concrete objectsobjects

Can transform, Can transform, reverse, and use reverse, and use systematic reasoning systematic reasoning as long as the objects as long as the objects about which they are about which they are thinking are present.thinking are present.

When I was in second grade, I got in trouble for counting on my fingers (I promptly developed a way of counting on my fingers which wasn’t so obvious to the teacher). Math teachers today recognize that second graders need concrete objects (manipulables) in order to learn the operations of mathematics.

Characteristics of thinking that Characteristics of thinking that develop during concrete develop during concrete

operationsoperations Seriation: the ability to order objects Seriation: the ability to order objects

according to increasing or decreasing according to increasing or decreasing length, weight, or volumelength, weight, or volume

Classification: the process of grouping Classification: the process of grouping objects on the basis of a common objects on the basis of a common characteristiccharacteristic

Identity: if nothing is added or taken Identity: if nothing is added or taken away, a material stays the sameaway, a material stays the same

Compensation: a change in one direction Compensation: a change in one direction can be compensated for through a change can be compensated for through a change in another direction.in another direction.

Decentering: can focus on more than one Decentering: can focus on more than one aspect at a time.aspect at a time.

Formal Operational StageFormal Operational Stage 11-Adult11-Adult Can think abstractly Can think abstractly

(does not need to (does not need to have concrete have concrete objects available).objects available).

Can think Can think systematically and systematically and hypothetically (what hypothetically (what if…). if…).

Remember that thinking abstractly depends not just on cognitive maturation but also on having a certain amount of concrete experience. Older students and adults may need to work concretely on something new before moving into the abstract.

Adolescent egocentrismAdolescent egocentrism

The assumption that everyone else The assumption that everyone else shares one’s thoughts, feelings, and shares one’s thoughts, feelings, and concerns.concerns.

Adolescents often have the feeling Adolescents often have the feeling that everyone is watching what they that everyone is watching what they are doing. This contributes to their are doing. This contributes to their strong feelings when they make a strong feelings when they make a mistake (e.g., wearing the wrong mistake (e.g., wearing the wrong clothes).clothes).

Comparing concrete and Comparing concrete and formal operational thinkingformal operational thinking

Flavell’s Flavell’s characteristics characteristics of formal of formal thoughtthought

Formal Operational Formal Operational ThinkerThinker

Concrete Concrete Operational ThinkerOperational Thinker

Abstract Abstract thinkingthinking

Can describe the meaning of Can describe the meaning of abstract ideas, such as “make abstract ideas, such as “make hay while the sun shines” to hay while the sun shines” to conclude something such as conclude something such as “take an opportunity when it’s “take an opportunity when it’s given.” Can deal with given.” Can deal with metaphors.metaphors.

Tends to view ideas Tends to view ideas concretely and literally, such concretely and literally, such as concluding “you need to as concluding “you need to harvest hay during the harvest hay during the daylight hours.”daylight hours.”

Systematic Systematic strategiesstrategies

Systematically examines the Systematically examines the possible influence of multiple possible influence of multiple factors in a given situation factors in a given situation (science experiment, for (science experiment, for instance).instance).

Randomly chooses variables Randomly chooses variables and tries them out, often and tries them out, often changing more than one. changing more than one.

Hypothetical Hypothetical and deductive and deductive thinkingthinking

Can consider hypothetical Can consider hypothetical questions and reason from questions and reason from there.there.

Cannot consider hypothetical Cannot consider hypothetical questions. Tends to get questions. Tends to get confused by them.confused by them.

Hypothetico-deductive reasoning: a formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem and then deduces and systematically evaluates specific solutions.

Neo-Piagetian theoriesNeo-Piagetian theories

Uses information processing theory Uses information processing theory (attention, memory, and strategy (attention, memory, and strategy use) in conjunction with Piaget’s use) in conjunction with Piaget’s ideas about how children think and ideas about how children think and construct knowledge.construct knowledge.

Limitations of Piaget’s Limitations of Piaget’s TheoryTheory

Children develop aspects of conservation Children develop aspects of conservation at different ages—understanding that a at different ages—understanding that a line of blocks spread out doesn’t change line of blocks spread out doesn’t change the number of blocks occurs before the number of blocks occurs before understanding that a ball of clay doesn’t understanding that a ball of clay doesn’t change when it is flattened out.change when it is flattened out.

Development isn’t sudden as a stage Development isn’t sudden as a stage theory might suggest—there are subtle theory might suggest—there are subtle changes that happen gradually in a child’s changes that happen gradually in a child’s thinking.thinking.

Limitations of Piaget’s Limitations of Piaget’s theorytheory

Piaget may have underestimated what Piaget may have underestimated what young children can do.young children can do.

Very young children can keep track of Very young children can keep track of three or four items and may be able to three or four items and may be able to conserve when a small number of things conserve when a small number of things are used.are used.

Piaget’s theory does not explain how some Piaget’s theory does not explain how some youngsters are able to think abstractly youngsters are able to think abstractly (such as children who are expert chess (such as children who are expert chess players).players).

Limitations of Piaget’s Limitations of Piaget’s theorytheory

The theory does not account for the The theory does not account for the effect of culture on cognition.effect of culture on cognition.

Western people go through Western people go through something like Piaget’s stages something like Piaget’s stages because our schools and culture because our schools and culture demand this type of thinking. But demand this type of thinking. But this kind of thinking may not be this kind of thinking may not be characteristic of mature people in characteristic of mature people in other cultures.other cultures.

Relationship of Development Relationship of Development and Learningand Learning

PiagetDevelopment Learning

Piaget: development precedes learning. Development is creating the schemes through adaptation and accommodation while learning is creating the associations within the schemes..

Implications for teachers: Implications for teachers: PiagetPiaget

We need to understand and build on We need to understand and build on student thinking.student thinking.

Students need opportunities to Students need opportunities to construct their knowledge—to try construct their knowledge—to try things out for themselves.things out for themselves.

““Play is children’s work” Play is children’s work” (Montessori). Play helps children to (Montessori). Play helps children to develop their cognitive abilities.develop their cognitive abilities.

VocabularyVocabulary

Adaptation

Accommodation

Assimilation

Centration

Classification

Concrete operational

stage

Conservation

Egocentrism

Equilibrium

Formal operational

stage

Object permanenc

e

Over-generalization

Preoperational stage

Reversability

Schemes

Sensori-motor stage

Seriation

Systematic reasoning

Transformation

Under-generalization

Cognitive development

Disequilibrium

Semiotic function

Decentering

Compensation

Adolescent egocentrism

Neo-Piagetian theories