Cognitive Development Theory By: Jean Piaget_ Diaz, Abeagil V.

Introduction

Cognitive Theory of Development; as developed by Jean Piaget.

 

      Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order. Through the concept of the theory developed by Piaget we are going to be familia with how human being develop cognitively.

 

      In this case the most focus is on the four stages of cognitive development as proporsed by biologist jean peaget for more work on this go direct to the task of the web quest.

 

 

Task

COGNITIVE DEVELOPMENT

 

Since the time believed that infants lacked the ability to think or form complex ideas and remained without cognition until they learned language. It is now known that babies are aware of their surroundings and interested in exploration from the time they are born. From birth, babies begin to actively learn. They gather, sort, and process information from around them, using the data to develop perception and thinking skills.

 

Cognitive development is 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.

 

Piaget’s theory of cognitive development

 

The most known and theory of cognitive development is that of French psychologist Jean Piaget (1896-1980). Piaget’s theory, first published in 1952, grew out of decades of extensive observation of children, including his own, in their natural environments as opposed to the laboratory experiments of the behaviorist. Although Piaget was interested in how children reacted to their environment, he proposed a more active role for them that suggested by learning theory. He envisioned a child’s knowledge as composed of schemas, basic units of knowledge used to organize past experiences and serve as a basis for understanding new ones.

 

Schemas are continually being modified by two complementary processes that Piaget termed assimilation is process of taking in new experiences by relating them to things they already know. While accommodation is what happens when the schema itself changes to accommodate new knowledge. According to Piaget, cognitive development involves an ongoing attempt to achieve a balance between assimilation and accommodation that he termed equilibration.

 

      Four distinct, universal stages, each characterized by increasingly sophisticated and abstract levels of thought. These stages always occur in the same order, and each builds on what was learned in the previous stage. They are as follow:

  1. Sensorimotor stage: In this period, which has six sub-stages, intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited, but developing, because it is based on physical interaction and experiences. Children acquire object permanence at about seven months of age. Physical development allows the child to begin developing new intellectual abilities. Some symbolicabilities are developed at the end of his stage.
  2. Pre-operational stage: In this period, which has two substage; intelligence is demonstrated through the use matures, and memory and imagination are developed, but thinking is done in a non- logical, non- reversible manner. Egpocentric thinking predominates.
  3. Concrete operational stage, characterized by seven types of conservation, intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops. Egocentric thought diminishes.
  4. Formal operational stage: In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35 percent of high school graduates in inderstralized countries obtain formal operations; many people do not think formally during adulthood.

 

 

 

 

 

 

Process

STAGE OF CHILD DEVELOPMENT

 

  1. Infacy: Soon after born, infants begin learning to use their senses to use their senses to explore the world around them. Most newborns can focus on and follow moving objects, distinguish the pitch and volume of sound, see all colors and distinguish their hue and brightness, and start anticipating events, such as sucking at the sight of a nipple. By three months old, infants can recognize faces; imitate the facial expressions of others, such as smiling and frowning; and respond to familiar sounds.

 

  1. At six months of age, babies are just beginning to understand how the world around them works. They imitate sounds, enjoy hearing their own voice, recognize parents, fear strangers, distinguish between animate and inanimate objects, And base distance on the size of an object. They also realize that if they drop an object, they can pick it up again. At four to seven months, babies can recognize their names.

 

 

  1. By nine months, infants can imitate gestures and actions, experiment with the physical properties of objects, understand simple words such as “no,” and understand that an object still exist even when they cannot see it. They also begin to test parental responses to their behavior, such as throwing food on the floor. They remember the reaction and test the parents again to see if they get the same reaction.

 

  1. At 12 months of age, babies can follow a fastmoving object; can speak two to fours words, including” mama” and “papa”; imitate animal sounds; such as a toy or a blanket; and experience separation when away from their parents. By 18 months of age, babies are able to understand about 10-50 words; identify body parts; feel a sense of ownership by using the word “my” with certain people or objects; and can follow directions that involve two directions that involve two different tasks, such as picking up toys_ and putting them in a box.

 

 

  1. Toddlerhood: From 18 months to three years of age, toddlers have reached the “sensorimotor” stage of Piaget’s theory of cognitive development that involves rudimentary thought. For instance, they understand the permanence of objects and people, visually follow the displacement of objects, and begin to use instruments and tools. Toddlers start to strive for more independence, which can and inappropriate, and they understand the concepts of words like “please” and “thank you.”

 

  1. Preschool: Preschoolers, ages three to six, should be at the “preoperational” stage of Piaget cognitive development theory, meaning they are using their imagery and memory skills. They should be conditioned to learning and memorizing, and their view of the world is normally very self-centered.

 

 

  1. School age: Younger school- age children, six to 12 years old, should be at the “concrete operation” stage of piaget’s cognitive development theory, characterized by the ability to use logical and coherent actions in thinking and solving problems. They understand the concepts of permanence and conservation by learning that volume, weight, and numbers may remain constant despite changes in outward appearance. These children should be able to build in past experiences, using them to explain why some things happen. Their

attention span should increase with age, from being able to focus on a task for about 15 minutes at age six to an hour by age nine,

Evaluation

The following are main teaching implications drawn from Piaget as the psychologist and the great biologist

 

  • A focus on the process of children’s thinking, no just its products. In addition to checking the correctness of children ‘s answers, teachers must understand the process children use to get to the answer. Appropriate learning experiences build on children’s methods of arriving at particular conclusions are they in a position to provide such experiences.
  • Recognition of the crucial role of children’s self-initiated, active involvement in learning activities. In a Piaget classroom the presentation of ready-made knowledge is deemphasized, and children are encouraged to discover for themselves through spontaneous interaction with the environment. Therefore, instead of teaching didactically, teachers provide a rich variety of activities that permit children to act directly on the physical world
Conclusion

To show the intergration of jean peaget theory with curriculum.

 

      Cognitive Theory has major impact on the theory and practice of education. First, the theories focused attention on the idea of education an education with environments, curriculum, materials, and instruction that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs.

Credits

Cognitive Development Theory by Jean Piaget

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