*Piaget And Cognitive Development*
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- 2. He studied childrenâs intellectual development He found that from the moment of birth, children acted upon, transformed their environment, and were shaped by the consequences of their actions
- 3. Piaget believed intellectual growth is based on a childâs: maturational level experiences with objects interactions with people internal self-regulating mechanism that responds to environmental stimuli
- 4. Schema interactions with the environment caused people to organize patterns of thought, which they used to interpret or make sense of their experience For example, young children who believe the sun is alive because it moves are operating on the schema that moving things are alive
- 5. Assimilation Interpreting new information in terms of existing information For example, as children develop, they may regard other moving objects (animals, wind-up toy) as alive as well
- 6. Accommodation Understanding of differences between nonliving and living object Revising, readjusting, or realigning existing schema to accept new information For example, trees do not move but yet they are alive
- 7. Equilibrium A combination of assimilation and accommodation Harmonious relationships between thought processes and the environment
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- 9. Infant (Birth to 1 year) Initial reflexes replaced by voluntary movements Object permanence http://www.youtube.com/watch?v=NjBh9ld_yIo Discriminates between persons Comprehends word meanings
- 10. Language Responds to noises vocalizes with âooosâand âaahsâ laughs and squeals turns head to sound of a rattle Pronounces single-syllable words Begins speaking two and then three-word phrases http://www.youtube.com/watch?v=xaZSnwD_Zik&feature=related
- 11. The concept of object permanence is fully developed Toddlers demonstrate memory of events that relate to them Language increases to about 400 words Preoperational thoughts do not allow the toddler to understand other viewpoints, but symbolize objects and people in order to imitate activities they have seen
- 12. Preschooler (2 to 5 years) Preconceptual (2-4 years) Visual appearances Misconception: artificialism, animism, and imminent justice (Tathianaâs nephew) Intuitive (begins around age 4) Can classify information Become aware of cause-and- effect relationships
- 13. Language Vocabulary continues to increase Can speak in sentences, is able to identify colors, and enjoys talking Time Begins to understand the concepts of the past, present, and future May comprehend days of the week by the end of preschool year
- 14. School-Age (5 to 12 years) Weight and volumes seen as unchanging Is able to understand simple analogies Is able to understand time (days, seasons) Can define many works and understand rules of grammar Classifies more complex information Is able to understand various emotions people experience
- 15. Adolescent (12-20 years) Is capable of thinking at an adult level Abstract thought is possible and can understand principles http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=related Can evaluate the quality of his/her own thinking Attention span becomes longer Language Develop jargon within group
- 16. Emphasizes the importance of communication and interaction with children according to their ages Infant (Sensorimotor Stage) Provide toys, mobiles, and bright pictures to engage infant Maintain a safe environment
- 17. Preschooler (preoperational stage) Carefully explain experiences related to illness Reassure they are not responsible for illness School-Aged (concrete operational stage) Be knowledgeable of childâs capability of mature thought and need to manipulate or see objects to understand Provide important details Allow children to manipulate or at least see the equipment used in treatments
- 18. Adolescents (formal operations) Assess their learning needs Provide complete and clearly understood information Reeducate or clarify to help them learn more about their disease and its care Acknowledge that some may not have developed mature abstract thought and provide information at a more concrete or individualized level
- 19. Piaget has had a major influence on cognitive theory Has brought focus on mental processes and their role in behavior Has influenced caregivers and teachers to understand the stages of development Has raised questions and projects related to learning in educational settings
- 20. The theory pays little attention to emotions and motivation on learning Underestimates the adult interactions Does not fully explain the progress from one stage to another Neither acknowledges that people may advance to a certain cognitive level nor the idea that some people never reach the higher stages of abstract thought