outline piagets theory of development
constructivist approach- actively contruct schema from relationship with the environment.
through:
schemas
adaptiation ( assimilation and accommodation)
outline the processes of- organisiation and adaptation
piaget argued that cognitive development occured through the two fundamental processes:
organisation- predisposition to group observations into choherant knowledge
adaptation- processes drive development forward. “ changing their opinion due to new schemas
(assimilation and accomodation)
what is cognitive equalilibruim
state of mental balance where a childs existing knowledge can sucessfully explain and deal with new experiences without confusion or conflict.
at times there needs to be a mojor reorganisation in the structure of our thinking- a qualitiative shift in the childs way of thinking
outline piagets stages
- semisorimotor, birth- 2 yrs
- preoperational stage, 2-7 yrs
- concrete operations stage, 7-11 years
- formal operations stage, 11 yrs +
outline the semisorimotor stage
0-2 years
1. infants contruct knowlege through sensory experiences and motor actions.
2. living in the moment
3. preverbal
outline the subsections of the semisorimotor stage
- reflective schemes (b-1m)
-primary circular reactions(1-4m)
- secondary circular reactions (4-10m)
-coordination of secondary schemas (10-12m)
- tertiary circular reactions (12-18 m)
-beginning of though (18-24yrs)
what are the ciristims of piagets sensorimotor stage
- underestimate infants abilities, e.g object permanance
- development may be more continuous than stage like
outline the preoperational stage
2-7 years
- huge increase in mental representations.
- childrens use signals, but cannot think logically yet.
two subsections
1. symbolic function
2. intutitive
outline the symbolic function substage
2-4 years
- can now represnet objects not there with symbols
e.g a banana as a phone
limitations-
ecocentrism: tendecy to see the world solely from your point of view (three mountains task)
animism: attribute life, intensions, feelings and conciousness to inaminate objects. failure to accomodate reality.
outline the intuitaive thought subsatge
(4-7 years)
- children begin to classify, order and quanity in a systematic way. children begin to reason and ask questions.
what is categorisation
- skills develop with increasingly general knowledge, also increasing vocabulary.
- grouping objects into classes or categories based on shared features or rules.
what is conservation
understsanding that certain properties of objects remain the same even if thei appearance changes.
- children fail at preoperational stage (2-7 years)
- but pass concrete (7-11) due to logical thinking
why do children fail to conserve
centration- preoperational children cannot decentre/ focus on two attributes simultaneously e.g. height/ width of the glass
- reversibility- ability to image a series of steps in both directions
- focusing on end rate rather than the means
(focusing on the end product, not the action of pouring)
outline the conservation sequence
- @6 years number
- 6-7 yrs liquid, mass, length
- 9 years, weight
- 11 yrs, volume
outline the naughty teddy study (McGarrigle and Donaldson)
Aim- to re-examine piagets converational findings.
found that childten past conversation tasks if the accidental change condition rather than the deliberate change condition.
showed children can conserve earlier than piaget states, if shown in a more friendly way
what is vertivcle declarage
- the uneven development of the same underlying cognitive ability across different tasks or context, they might understand one situatuin but not another despite requiring similar knowledge.
what is appearance reality divergance
understnding and object outward appearance can be different from its actual properties. What a thing looks liek might not be what it actually is.
- important milestone in preoperational to concrete thibking
outline the concrete operational stage
(7-11)
- children begin to think logicall about concrete objects and events
-less ecocentric thinking, more organised thinkig
can :
decentre
reason about reversibility
attend to relations between categories
outline the formal operations stage
11+ yrs
- children ca think abstractly and logically, systematically and can consider hypothetical situations and plan scientifically.
evaluate Piaget
- ground breaking inisghts
(separated children from adults) - more interested in sequence than age
- misjudged abilitys
- did not distinguish between competeance and
outline cases neo Piaget theory
- built upon piagets stages but integrates information processing, working memory, and cognitive sratagies.
- childrens thinking improves gradually.
outline the four stages of cases Neo-piagetian theory
- semisorimotor (0-2 yrs)
- interrelational stage (2-8 yrs)
- dimensional stage (5-11)
- vectiorial stage (11-19)
outline cases information processing account
- development occurs within and across stages through
- increases of central processing speed
- working memoryy capacity
outline the working memory development
- brain development- the development of the brain therfpre can hold more operations, asscoiated with age
-automatisation, children gets more practiced with operations - more efficient with processing, less demand on working memory capacity
-efficiency- development of central conceptual structures
