Piaget theory for Cognitive Development by Bidita Rahman
Download as PPTX, PDF18 likes1,128 views
The document discusses cognitive development according to Piaget's model, detailing the stages from sensorimotor to formal operations and how children perceive morality. It explains that children initially view morality as dictated by authority before progressing to a more autonomous understanding of moral rules as social agreements. The document also addresses cognitive impairments, the influence of heredity and environment on development, and the importance of supportive caregiving in enhancing cognitive abilities.
Piaget theory for Cognitive Development by Bidita Rahman
- 1. Cognitive Development Piaget Model for Moral Development Bidita Rahman
- 2. Cognitive Development Cognitive development is the construction of thought processes, including remembering, problem solving, and decision- making, from childhood through adolescence to adulthood. Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence , reasoning, language development , and memory. Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased with regard to race and gender.
- 3. Piaget Theory for Cognitive Development Piaget Cognitive Theory
- 5. Sensorimotor Stage Children at the sensorimotor stage are explorers. They want to see, hear, taste, and touch everything around them. They generally don’t appear to be thinking about what they do – no obvious rationale underlies their motives.Children at this stage are reveling in sensory experience and enjoying their rapidly-improving abilities to move around and take in new experiences. Sensory stimuli are paired up with voluntary motor responses, and sensory/body coordination is established. Syntax and grammar have not yet been developed, and relations between concepts are vaguely understood at best.
- 6. Preoperational Stage During this stage of cognitive development, children become insatiably curious and begin to ask questions about everything they see. They can imagine people or objects that do not exist (such as a lizard with wings) more readily than younger children, and they like to make up their own games.According to Piaget’s theory of cognitive development, children at this stage understand object permanence, but they still don’t get the concept of conservation. They don’t understand that changing a substance’s appearance doesn’t change its properties or quantity.In one experiment, Piaget poured the exact same amount of water into two identical glasses and asked children whether the glasses contained the same amount of water. The children said that both glasses contained the same amount of water. Piaget then poured the water in one glass into a tall, narrow beaker and repeated the question. This time, the children said there was more water in the cylinder because it was taller.
- 8. Concrete Operational Stage By the time they are 7 years old, children can understand much more complex abstract concepts, such as time, space, and quantity. They can apply these concepts to concrete situations, but they have trouble thinking about them independently of those situations. As Jean Piaget pointed out in his theory of cognitive development, the children’s ideas about time and space are sometimes inconsistent at this stage, but a basic logic is present that governs their cognitive operations. Children can learn rules fairly easily, but they may have trouble understanding the logical implications of those rules in unusual situations.
- 9. Formal Operations Stage At this stage of cognitive development, formal logic becomes possible and verbal explanations of concepts are usually sufficient without demonstration. Strategy-based games become more enjoyable, whereas rote games like “chutes-and-ladders” become repetitive. Piaget’s theory of cognitive development has been the subject of some criticism over the years, particularly from cross-cultural psychologists who question whether Piaget’s stages are unique to Western children. However, it has fared considerably better than Freud’s. Piaget’s stages of cognitive development have been the basis for a number of other famous psychological ideas, including Kohlberg’s theory of moral development.
- 10. Summary of Piaget Stages
- 11. Piaget’s Theory of Moral Development Moral development is the process through which children develop proper attitudes and behaviors toward other people in society, based on social and cultural norms, rules, and laws. According to Piaget's original formulation, children between the ages of 5 and 10 years see the world through the lens of a "heteronomous" (other-directed) morality. In this moral understanding, rules handed down by authority figures (such as parents, teachers and government leaders) are seen as absolute and unbreakable. Basically, children accept that authority figures have godlike powers, and are able to make rules that last forever, do not change, and must be followed. Children's reasoning regarding why these rules should be followed is generally based squarely upon their appreciation of consequences associated with breaking the rules. As breaking the rules tends to lead to negative personal consequences, most children follow the rules as a way to avoid being punished.
- 13. According to Piaget…. As children develop the ability to put themselves into someone else's shoes, their appreciation of morality becomes more autonomous (self-directed) and less black and white and absolutist in nature. Piaget called this expanded appreciation a "morality of cooperation". Starting at about age 10 or 11 and continuing through adolescence, children will have generally begun to view moral rules as socially-agreed upon guidelines designed to benefit the group. Children using this frame of reference still feel that it is important to follow rules, but these rules are viewed as complex, somewhat negotiable guidelines that are meant to improve everyone's lives. Children realize that making choices about following the rules should be based on something more than fear of negative personal consequences or desire for individual gain. Decisions affect everyone; and can benefit and/or hurt everyone. Piaget found two main differences in how children thought about moral behavior. Very young children's thinking is based on how actions affected them or what the results of an action were. For example, young children will say that when trying to reach a forbidden cookie jar, breaking 10 cups is worse than breaking one. They also recognize the sanctity of rules. For example, they understand that they cannot make up new rules to a game; they have to play by what the rule book says or what is commonly known to be the rules. Piaget called this "moral realism with objective responsibility." It explains why young children are concerned with outcomes rather than intentions.
- 14. Continue.. Piaget's Stages of Moral Development link: https://youtu.be/uH9bGgEGO3I https://youtu.be/94aSZB4Z6Xw https://youtu.be/trLFUxqQX3k
- 15. Common Problem Cognitive impairment is the general loss or lack of development of cognitive abilities, particularly autism and learning disabilities. The National Institutes of Mental Health (NIMH) describes learning disabilities as a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways, such as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read or write or to do math. A child who has a learning disability may have other conditions, such as hearing problems or serious emotional disturbance. However, learning disabilities are not caused by these conditions, nor are they caused by environmental influences such as cultural differences or inappropriate instruction.
- 16. Parental Concerns As of 2004 it is widely accepted that a child's intellectual ability is determined by a combination of heredity and environment. Thus, although a child's genetic inheritance is unchangeable, there are definite ways that parents can enhance their child's intellectual development through environmental factors. They can provide stimulating learning materials and experiences from an early age, read to and talk with their children, and help children explore the world around them. As children mature, parents can both challenge and support the child's talents. Although a supportive environment in early childhood provides a clear advantage for children, it is possible to make up for early losses in cognitive development if a supportive environment is provided at some later period, in contrast to early disruptions in physical development, which are often irreversible.
- 17. When Parents call the Doctor When to call the doctor If, by age three, a child has problems understanding simple directions or is perplexed when asked to do something simple, the parents or primary caregiver should consult a physician or pediatrician. The child may have a delay in cognitive development. Parents should also consult a healthcare professional if, after age three, their child's cognitive development appears to be significantly slower than their peers.
- 18. Conclusion Research into cognitive development has shown us that minds don’t just form according to a uniform blueprint or innate intellect, but through a combination of influencing factors. For instance, if we want our kids to have a strong grasp of language we could concentrate on phonemic awareness early on. If we want them to be good at math and science we could engage them in numerical games and activities early on. Perhaps most importantly, we no longer think of brains as empty vessels waiting to be filled up with knowledge but as adaptable organs that develop all the way through early adulthood.
- 19. Thank You