Jean piaget cognitive learning theory
- 1. Jean Piaget’sCognitive development theoryPresented by: Kirsten, Candice, Sarah, Sara, Hannah & Nora
- 2. Jean Piaget’sWho is Piaget?IntroSensorimotor Stage0-2 years oldStage 1Preoperational Stage2-7 years oldStage 2Concrete Operational Stage7-11 years oldStage 3Formal Operational Stage11+ years of agesStage 4
- 3. Who is Jean Piaget’s?Arthur PiagetRebecca JacksonJean1896-1980sistersisterValentine ChâtenayBorn in SwitzerlandFirst published at age 11
- 4. Know for cognitive development theory daughterdaughterson
- 5. How do we understand the world around us?As we get older our collection of knowledge helps us to understand and comprehendthe world around us…I need to go to uni to be able to work as a vetAnimals are interesting creaturesDogs, cats & horse’s have 4 legsDogs have 4 legs??
- 6. SENSORIMOTOR STAGE(0 -2years)Based on overt sensory and motor abilitiesThis could be applied to any child around the world- it is not dependent on context.Infants learn and develop through acting upon their environmentBy the end of this stage the child understands:object permanence.goal directed or intentional actiondeferred imitationhttp://www.youtube.com/watch?v=fUIeOUE_gWQ&feature=relatedNow you see meNow you don’t!
- 7. PREOPERATIONAL STAGE – (2-7 years)Symbolic thinking use symbols and pictures to represent objects. Shift from egocentrism (also known as decentring) capable of seeing things from another’s point of view Animism belief that everything has some kind of consciousness or awareness Understanding transformation understanding of the change in structure or state of an object Centration Involved in transformation - child only being able to concentrate on one quality or feature of an object at a time Reversibility inability of a child being able to follow a line of reasoning back to its original starting point
- 8. Concrete Operational Stage (7-11 years)Ages 7 through to 11. During this time, children gain a better understanding of mental operations. The child will begin to think logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.Important processes during this stage are:Seriation- The ability to sort objects in an orderClassification— Name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include anotherReversibility—the child understands that numbers or objects can be changed, then returned to their original stateConservation—understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or itemsCompensation - where the ability to see that an increase in one dimension (such as height) is compensated by for a decrease in another dimension (such as width.)http://www.youtube.com/watch?v=gA04ew6Oi9M&NR=1- child showing conservation
- 9. Formal OperationalDifferences between younger groups and Formal Operational:The Formal Operational stage is the last stage and it occurs between the ages of 11-25There is a large difference between a child that is 3 and a child in the Formal Operational stage has different approaches and ideas when faced with real life concepts. Such as biology in living things and what are nonliving, inanimate objects. (3)(4)What are some of the things that can be identified in a child at the Formal Operations stage?A child can think of an abstract situation when they are in the Formal Operations, rather than focus on only the concrete evidence given. They can analyse and determine questions (6)What are some key points that can be deduced from this stage of development?Children in the Formal Operational Stage can now analyse things without using concrete stimuli. It also means that they can use a systematic approach to help figure out a problem (7)
- 11. Building on Piaget theoriesMany theories of cognitive development have been built on Piagets original ideasNeo –Piagetians (Biggs & Collis, 1982; Case, 1999)Theory Theories (Gopnik & Meltzoff, 1997; Wellman & Gelman, 1998)Overlapping waves model (Siegler 2006)
- 12. Positive effects of Paiget’s research on educationTaught us to listen to childrenConsider the intelligence that children bring when trying to make sense of the worldHe researched “how children think & begin to understand concepts such as time, space, movement & self”Piaget study of child development change the way educators think about children & the methods we use to study them (Flavell 1996: Siegler & Ellis 1996)Focus on errors that children make when solving problems is significant View on cognitive development has lead to recognition by educators that the STAGE of development is important not AGETheories such as Inquiry based learning, cooperative & constructivism have been built from Piaget theory that children create their own learningHis theories have assisted teachers in recognising student thinking not just student outcomes
- 13. BibliographyReferences: Krause, K. Bochner, D. Duchesene, S. McMaugh A. Cengage Learning (2010), Educational Psychology for Learning and Teaching (p.53,55)Arthur, L. Beecher, B. Death, E. Dockett, S. Farmer, S. Cengage Learning(2007), Programming and Planning in Early Childhood Settings(p.93)Slide 7:http://psychology.about.com/od/piagetstheory/p/concreteop.htmSlide 9;(1) C. George Boeree. (2006). Piaget. Retrieved April 07, 2011, from http://webspace.ship.edu/cgboer/piaget.html(2) "Piaget, Jean." Complete Dictionary of Scientific Biography. 2008. Retrieved April 06, 2011 from Encyclopedia.com:http://www.encyclopedia.com/doc/1G2-2830906004.html(3) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 298-299). New Jersey, NJ: Lawrence Erlbaum Associates(4) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp. 299). New Jersey, NJ: Lawrence Erlbaum Associates(5) Scholnick. E. K., Nelson K., Gelman S. A., Miller P. H. (1999). Conceptual Development: Piaget’s Legacy (pp.7). New Jersey, NJ: Lawrence Erlbaum Associates(6) Piercy M., Berlyne D.E. (2001), Piaget: The Psychology of Intelligence (pp. 162-164). New York, NY: Routledge Classics. (Original work published 1947)(7) Oakley. L., (2004), Cognitive Development (pp. 22-25). Great Britain. Glasgow, Great Britain: Routledge Classics.