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Piaget's Psychological Development

Piaget was a Swiss psychologist who developed a theory of cognitive development in children. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. At each stage, children construct understanding of the world in an active way. Piaget believed that learning happens through equilibrium and disequilibrium as children assimilate and accommodate new information. His theory has been influential in education, though it has also faced some criticism.

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17 views21 pages

Piaget's Psychological Development

Piaget was a Swiss psychologist who developed a theory of cognitive development in children. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. At each stage, children construct understanding of the world in an active way. Piaget believed that learning happens through equilibrium and disequilibrium as children assimilate and accommodate new information. His theory has been influential in education, though it has also faced some criticism.

Uploaded by

Raj
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Piaget’s Psychological

Development
Piaget (1896 - 1980)
• Swiss Psychologist, worked for
several decades on understanding
children’s cognitive development
• Most widely known theory of cognitive
development.
Constructivism
• Assumption that learning is an active
process of construction rather than a
passive assimilation of information or rote
memorization.
• Credited for founding constructivism
• Has had a large influence on American
schools
…Piaget and Constructivism
• Best known for idea that individuals
construct their understanding, that
learning is a constructive process
– Active learning as opposed to simply
absorbing info from a teacher, book, etc.
– The child is seen as a ‘little scientist’
constructing understandings of the world
largely alone
….Piaget & Constructivism
• believed all learning is constructed,
whether it is something we are taught or
something we learn on our own.
• Whether or not we are taught in a
“constructivist” manner, Piaget believed
we are constructing knowledge in all our
learning.
Piaget & Learning
• Two main states – equilibrium &
disequilibrium
• Believed that we are driven or motivated to
learn when we are in disequilibrium
– We want to understand things
Piaget & Learning
• Equilibration: assimilation & accommodation
• We adjust our ideas to make sense of reality
• Assimilation:
• process of matching external reality to an
existing cognitive structure.
• Accommodation:
• When there’s an inconsistency between the
learner’s cognitive structure & the thing being
learned the child will reorganize her thoughts
Example of Learning….
Constructivism, Learning, &
Education
• Not interested in applying his theory to
school-based education, he called this
“The American question”
• Constructivist educators create an
environment which encourages children
to construct their own knowledge.
– But according to Piaget, we construct our
learning regardless of how it is presented.
Piaget’s Stages of Cognitive
Development

• A child’s capacity to understand certain


concepts is based on the child’s
developmental stage
Piaget’s Four Stages
• Believed that all children develop according to
four stages based on how they see the world.
– He thought the age may vary some, but that we all
go through the stages in the same order.

1. Sensori-motor (birth –2 years)


2. Preoperational (~2-7)
3. Concrete operational (~7-11)
4. Formal operations (~12-15)
Sensorimotor Stage
• Birth to about 2 years, rapid change is
seen throughout
• The child will:
– Explore the world through senses & motor
activity
– Early on, baby can’t tell difference between
themselves & the environment
– If they can’t see something then it doesn’t
exist
– Begin to understand cause & effect
– Can later follow something with their eyes
Preoperational Stage
• About 2 to about 7
– Better speech communication
– Can imagine the future & reflect on the past
– Develop basic numerical abilities
– Still pretty egocentric, but learning to be able
to delay gratification
– Can’t understand conservation of matter
– Has difficulty distinguishing fantasy from
reality (ex: cartoon characters are real
people).
…more preoperational
• Conservation of matter – understanding
that something doesn’t change even
though it looks different, shape is not
related to quantity
• Ex: Are ten coins set in a long line more
than ten coins in a pile?
• Ex: Is there less water if it is poured into
a bigger container?
Piaget’s
Pre-
Operational
Stage

Inability to understand
conservation of matter.
Concrete Operational Stage
• From about 7 to about 11
– Abstract reasoning ability & ability to
generalize from the concrete increases
– Understands conservation of matter
Formal Operations
• From about 12 to about 15
– Be able to think about hypothetical
situations
– Form & test hypotheses
– Organize information
– Reason scientifically
… Piaget’s Development
• Development happens from one stage to
another through interaction with the
environment.

• Changes from stage to stage may occur


abruptly and kids will differ in how long
they are in each stage.

• Cognitive development can only happen


after genetically controlled biological
growth occurs.
…Piaget’s Development
• Development leads to learning
– Drive for development is internal
– The child can only learn certain things when
she is at the right developmental stage
– Environmental factors can influence but not
direct development
– Development will happen naturally through
regular interaction with social environment
Piaget & Education
• Piaget did not think it was possible to hurry
along or skip stages through education

• Regardless, many American schools will


try to teach to the stages in an attempt to
accelerate development
Problems with Piaget’s Theory
• Children often grasp ideas earlier than
what Piaget found

• Cognitive development across domains


is inconsistent (e.g. better at reading
than math)

• Studies have shown that development


can to some degree be accelerated

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