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COGNITIVE DEVELOPMENTPIAGET & VYGOTSKY
Module 7
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PIAGET COGNITIVE DEVELOPMENT THEORY
7.1
PIAGET’S STAGE THEORY OF COGNITIVE
Piaget Born in Switzerland 1896 - 1980Cognitive development theory
• Children actively construct their understanding of the world
• 4 stages of cognitive development
Caring for Children
Chapter 6 4
PIAGET4 stages of cognitive development
• 1. Sensorimotor: • birth @ 2
• 2. Preoperational:• (begins @ time child starts to talk -
@ 7yrs.)• 3. Concrete:
• @ 1st grade to early adolescence)• 4. Formal Operations:
• adolescence
Chapter 6
Susie’s Pretty Cat FartedSensorimotor, Preoperational, Concrete, Formal Operations
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Chapter 6 6
SENSORIMOTOR STAGE 1 BIRTH - 2
Stage 1• Birth – 2• 1st schema
• Understand world by coordinating sensory experiences with physical actions• Sight of rattle (seeing)
• Leads to• Touch rattle (reaching)
Chapter 6
Stage 1• Organize world into:
• What can I put in my mouth• What is graspable• What makes noise
• 6 substages of Stage 1
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P I A G E T
S E N S O R I M O T O R S T A G E 1 , C O N T. , B I R T H - 2
Chapter 6 8
Substage 1: Reflexes • Birth - 1 mo.• Sensation & physical action
• Coordinated mainly by reflexes• Rooting• Sucking
SENSORIMOTOR STAGE 1, CONT., BIRTH – 1 MO.
REFLEXES
Chapter 6 9
Substage 1 cont. (Reflexes):
• Rooting, sucking & grasping reflexes• Suck when lips are touched• Learns: suck when bottle nearby
• Classical conditioning
Sensorimotor Stage 1, cont., Birth – 1 mo. Reflexes
Chapter 6
SENSORIMOTOR STAGE 1 , CONT. , BIRTH – 1 MO. COGNITIVE
PROCESSES
Adaptation: adjusting to new environments
• Mental structures help us adapt to world
• Children actively construct their own cognitive worlds
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Chapter 6
# 2 S C H E M ES, A S S I M I L AT I O N, A C C O M M O D AT I O N
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Chapter 6
Schemes• Actions or mental representations that brain creates to organize knowledge. • Actions at this stage
• Ex: Sucking, looking & grasping
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SENSORIMOTOR STAGE 1 , CONT. , BIRTH – 1 MO. COGNITIVE
PROCESSES
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BIRTH – 1 MO. COGNITIVE PROCESSES
Schemes: mental representations or actions that organize knowledge
• Assimilation: incorporating new information (old file)
• Accommodation: adjusting schemes to fit new information and experiences (new file)
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EXAMPLE OF LATER SCHEMA 3YRS OF AGE
Schema
Chapter 6
S C H E M A :M E N TA L R E P R E S E N TAT I O N S O R A C T I O N S T H A T
O R G A N I Z E K N O W L E D G E
Thomas the Train
Wooden Trains
Griffith Park Real Trains
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Chapter 6
V I S I T N Y & S E E A S U B WAY.W H E R E D O Y O U P U T T H I S I N Y O U R
S C H E M A ?
Thomas the Train
Wooden Trains
Griffith Park Real Trains
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Chapter 6
Assimilation:
Thomas the Train
Wooden Trains
Griffith Park Real Trains
Subway Trains
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Chapter 6
Dad says: I am going to train for the marathon. Where does this go?
Thomas the Train
Wooden Trains
Griffith Park Real Trains
Subway Trains
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Chapter 6
Accommodation: Adjusting schemes to fit new information & experiences
Training
RunningJumping
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Chapter 6 20
Substage 2: Primary circular reactions• 1 - 4 mo’s• Coordinates sensation & 2 types of schemes. • 1. Habits• 2. Primary circular reaction
• Repetition
PIAGETSENSORIMOTOR STAGE
Chapter 6 21
Substage 2 Cont.: 1. Habits
• Example:• May suck when no bottle present
Substage 2 1 - 4 mo’s
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# 4 Secondary Primary Reations Eli discovering how to play with toys
Chapter 6
S U B S TA G E 3 4 -8 M O. 'S
Substage 3: Secondary circular reaction (Repetitive action) 4-8 mo.'s.
• Reproduces event initially occurred by chance.
• Imitate behaviors• Hear a sound & want to
reproduce it.• Sneezing
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BABIES SNEEZING
Chapter 6 25
Substage 4 cont.: Coordination of secondary circular reactions
• 8 - 12 mo.'s• Goal directed behavior• Infant coordinates hand & eye• Actions more outwardly directed; & intentionality emerges.
SUBSTAGE 4 8 - 12 MO.'S
Chapter 6 27
Substage 4 Cont.: Coordination of Secondary circular reactions
• Infant more object-oriented• Move beyond self• Repeat chance actions involving objects in
secondary circular reactions. • Action repeated because of its consequences.
• Imitates simple actions• Shake a rattle
PIAGETSENSORIMOTOR STAGE
Chapter 6 28
PIAGETSENSORIMOTOR STAGE
Object Permanence• End of sensorimotor period
• Understanding objects & events continue to exist even when they cannot be seen, heard, or touched
• Baby’s favorite game?• Why?
• Understanding of causality
Piaget’s Theory of Infant Development
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#6 OBJECT PERMANENCE
Chapter 6 30
Substage 5: Tertiary circular reactions• Novelty, & curiosity
• 12 - 18 mo’s• Purposely explores new possibilities with objects
• Continually doing new things to them & exploring results.
• Block, thrown, spin, slide
Substage 512 - 18 mo’s
Chapter 6 31
PIAGETSENSORIMOTOR STAGE
Self-recognition•Towards end of stage•Rouge test Lewis & Brooks 1979
•Placed in front of mirror•Touched nose at 18 – 24 mos.
Chapter 6
Substage 6: Mental representations• Internalization of schemes
• 18 - 24 mo’s• Develops ability to use:
• Symbols• Block is an airplane
• Internalized sensory images• Apple
• Words that represent events
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PIAGETSENSORIMOTOR STAGE
Chapter 6
# 7 S E L F R E C O G N I T I O N
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PIAGET’S PREOPERATIONAL STAGE
• 2 - 7 yrs. of age• Not yet capable of operations Preoperations definition:
• Children do not yet preform logical, reversible mental actions called operations.
• Internalized set of actions highly organized & conform to principles of logic.
• Do mentally what was done physically before.• Ex: Math problems in head
Three Views of Cognitive Changes in Early Childhood
Chapter 9, Ages 2 - 6
# 8 P R E O P E R A T I O N A L S T A G E O F D E V E L O P M E N TH T T P : D P / / W W W. Y O U T U B E . C O M / W A T C H ? V = P B Y V Z M 7 I Q 3 S
Chapter 9, Ages 2 - 6
PIAGET’S PREOPERATIONAL STAGE
Chapter 9, Ages 2 - 6
PIAGET’S PREOPERATIONAL STAGE
Symbolic Functions• Creates mental images of objects
• Store for later use• Disneyland
• Imaginative drawings• Mentally represent object not present
• Ex: Scribbles represent people• Awareness of what scribble represents
even over time.
Three Views of Cognitive Changes in Early Childhood
Chapter 9, Ages 2 - 6
THE SYMBOLIC DRAWINGS OF YOUNG CHILDREN
(b) 11-year-old’s drawing, which is more realistic and less inventive
(a) 3½-year-old’s “a pelican kissing a seal”
Chapter 9, Ages 2 - 6
1. Symbolic Function Cont.• Thoughts limited beliefs:
• Egocentrism:• Inability to see things from another person's point of view.
• What happens if parents divorce at this stage?
PIAGET’S PREOPERATIONAL STAGE
Chapter 9, Ages 2 - 6
Symbolic Function Cont.• Animistic Thinking
• Imagining that inanimate objects have life & mental processes.
• Child trips over coffee table, what will they say?
PREOPERATIONAL STAGE
Chapter 9, Ages 2 - 6
Limits in preoperational thoughtDo not understand at this stage:
• Centration:• Focusing attention on 1 characteristic to
exclusion of others• Conservation:
• Realizes altering object’s substance does not change it quantitatively
Chapter 9, Ages 2 - 6
PIAGET’S PREOPERATIONAL STAGE
#8 P IAGET PREOPERATIONALCONSERVATION
Chapter 9, Ages 2 - 6
Centration experiment:• Number of objects set out in a row & then
moved closer together• More objects, fewer objects, or same number
of objects?• Focus on relative lengths of rows• Do not take into account relative densities or
that nothing has been added or taken away• Conclude fewer objects than before.
PIAGET PREOPERATIONALCONSERVATION
Chapter 9, Ages 2 - 6
CONCRETE OPERATIONAL THOUGHT
7-11Increased ability to use logicOperations:
• Internalized set of actions highly organized & conform to principles of logic.
• Do mentally what was done physically before.
• Ex: Math problems in head• Mental actions applied to real, concrete
objects• Can reason logically if applied to specific or
concrete examples • Focus on several characteristics at once
What is Piaget’s Theory of Cognitive Development in Childhood?
Can understand ConservationKnow that ball of clay rolled out has the same amount of clay.
• Can take into account more than one dimension.
• Previous height or width • Not both
CONCRETE OPERATIONAL THOUGHT
Seriation:• Ability to order stimuli along a quantitative dimension• Ex: Child gets plate of dinner• Categorizes food
• What I like most - what I like least
CONCRETE OPERATIONAL THOUGHT
Seriation• Instructions organize according to
length & color
CONCRETE OPERATIONAL THOUGHT
#9 DEDUCTIVE REASONING
Transitivity:• Ability to logically combine relations to understand certain conclusions• Organize action figures smallest to largest
CONCRETE OPERATIONAL THOUGHT
Classification: Important Ability in Concrete Operational Thought
Family tree of 4 generations; a preoperational child has trouble classifying members
Understands a brother can be a son, etc.
05/02/2023 51
PIAGET’S THEORY
The formal operational stage • Abstract thinking
• Why am I thinking what I am thinking?
• Logical inferences
PIAGET’S THEORY
Hypothetical-deductive reasoning• Develop & test hypotheses• Deduce best ways to solve problems
Idealism & possibilities• Qualities desired in self & others• Compare self with others
05/02/2023 52
05/02/2023 53
Evaluating Piaget’s theory• Volumes of research• More variation
• Individual• Cultural
• Many adults• Never demonstrate formal operational thinking
• Education in logic & science• Promotes development of formal operations
• Writing assignments to analyze information
• Does cognitive development proceeds in stages?
PIAGET’S THEORY
05/02/2023 54
ADOLESCENT EGOCENTRICISM
Heightened self-consciousnessDavid Elkind2 types of social thinking
• Imaginary audience• Believe others are as interested in
them as they are in themselves• Pimple
• Personal fable• Uniqueness • Invulnerability
How Do Adolescents Think and Process Information?
# 1 0 D A V I D E L K I N D
05/02/2023 55
#11 IMAGINARY AUDIENCE
05/02/2023 56
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SOCIOCULTURAL THEORY
7.2
SOCIOCULTURAL THEORYBorn in Russia, 1896- 1934 (same year as Piaget)Sociocultural theory (L. Vygotsky)
• Social & cultural interaction• Guide cognitive development
• Child needs interaction • With more skilled adults & peers
• Interactions teach skills• How to learn
• Memory, attention, reasoning involves learning to use society’s inventions
Caring for Children
HTTP://WWW.YOUTUBE.COM/WATCH?V=HX84H-I3W8U
SOCIOCULTURAL THEORY Emphasizes how culture & social interaction guide cognitive development
