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34 Cards in this Set
- Front
- Back
Piaget changed the idea of the child from
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a passive vessel to an active constructor of knowledge
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Piaget's four stages of development
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sensorimotor, preoperational, concrete operational, formal operational
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Sensorimotor birth - 2 years
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sensory and motor coordination; object permanence
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preoperational 2 - 7 years
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language and symbolic representation; egocentric world view; pretend play
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concrete operational 7 - 11 years
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solving concrete problems with logic; organisation of objects into hierarchies; concrete thinking
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formal operational 11 years onwards
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systematic solving of real and hypothetical problems using abstract thought and symbols
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Progress between stages via
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direct learning, social transmission, physical maturation
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Piaget's direct learning
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Individual actively responds to new problems using schemas, assimilation, accommodation and adaptation
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Schema
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Systematic pattern of thoughts, actions, or strategies that provides an organised structure for making sense of the world. Innate schemas: simple patterns of reflexes
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Assimilation
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Interpret/respond to new situation in terms of an existing schema
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Accommodation
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Change existing schema when faced with new information that doesn’t fit
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Adaptation
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Integration of assimilation and accommodation
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Social Transmission
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Thinking is influenced by learning from others via Social contact and Observation
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Physical Maturation
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Biologically determined changes in physical and neurological development allow change. Occurs mainly independently of experience
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According to Piaget Cognitive development =
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increase in amount of information known and differences in manner of thinking
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According to Piaget, the beginnings of cognition are
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Sensory perceptions and Motor actions
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Knowledge comes from
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action, and eventually is action, rather than stored information
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Two trends in infant cognition
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Trend to symbolic thinking Trend to form schemas
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Symbolic Thinking
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Initially: need see/touch object to understand it. Eventually: mentally represent object. This ability marks the end of infancy
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Forming Schemas
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Initially: reflexive grasping and sucking motions. Eventually: internal mental concepts and ideas. Later become operations, logical rules
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Object Permanence
The knowledge that an object continues to exist when out of sight, and separately from the infant’s actions |
Present object, then hide . Before Stage 4, infants lose interest in toy. By Stage 4, infants will look briefly for it, Look more if some of object is visible. By Stage 6, infants will persist in looking for object even if they didn’t witness its hiding - believe it still exists
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Six Sensorimotor stages
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1. early reflexes; 2. primary circular reactions; 3. secondary circular reactions; 4. combined secondary circular reactions; 5. tertiary circular reactions; 6. tertiary circular reactions
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Sensorimotor Stage One, Early reflexes (0-1 month)
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Some reflexes remain involuntary ; Some are modified in response to experience; Reflexes provide repertoire from which to develop more complex skills and schemas
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Sensorimotor Stage Two, Primary circular reactions (1-4 months)
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Infant begins to develop action schemes; Reflexive schemes incorporate experience; some perception is intentional; senses begin to be co-ordinated; Infant often repeats rewarding action schemes over and over; focused on infant’s own body
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Sensorimotor Stage Three, Secondary circular reactions (4-8 months)
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Behaviours become focused on outside objects/events; Procedures repeated endlessly; Infant uses existing motor schemas even more extensively than before; Infant begins to combine schemas, at first accidentally, then deliberately
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Sensorimotor Stage Four, Combined secondary circular reactions (8-12 months)
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Infants intentionally choose schema to achieve a goal; Begin to acquire object permanence; Make A-not-B search error; Continually encounter limitations to their schemas leads to gradually accommodate schemas; Begin to approximately imitate others’ behaviour
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Sensorimotor Stage Five, Tertiary circular reactions (12-18 months)
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Infants begin to distinguish between self and the outside world; Deliberately vary schemas for achieving interesting goals; Experimentation leads to more advanced understanding of object permanence: accurate A-not-B search; Infants use trial-and-error rather than systematic planning or testing; Very interested in novel objects and events
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Sensorimotor Stage Six
Tertiary circular reactions (18-24 months) |
Transitional period between sensorimotor and pre-operational stages; Previously practised motor schemas begin to occur symbolically; Problems solved systematically with prior thought; True object permanence is achieved; Representational ability leads to development
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Piaget and Education
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education means making creators. . . . You have to make inventors, innovators—not conformists
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Piaget believed in two basic principles relating to moral education:
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that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, "the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary" (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.
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Piaget's theory of morality was radical when his book, The Moral Judgment of the Child, was published in 1932
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for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.
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Parents, teachers etc social transmission
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unequal power, assymetrical relationship, so knowledge shared is fixed
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Peers, friends
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cooperative, symmetrical relationships, allow young person to exchange intellectual ideas and defend their own ideas
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Reconstruction of knowledge
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cooperative relations allow open and flexible knowledge regulated by the logic of the argument rather than being determined by external authority
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