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OverviewJean piagets theory of cognitive development changed the thinking of how children’s thought process develops. As children grow their thought process change as a result of maturation(ageing) and the environment. The mechanisms of cognitive development allow this to happen; schemas, assimilation, accommodation and equilibration. |
Mechanisms of cognitive developmentSchema: A mental structure of related facts that are based on previous experiences. A schema is used as a mental shortcut to quickly generate future expectations. Some schemes such as grasping and sucking are innate. They develop through interaction with environments.
Assimilation: The process of fitting a new experience into a pre existing schema.
Accomodation: Having to adjust a pre existing schema because new information does not fit. Accommodation is the consequence of disequilibrium.
Equilibration: The driving force behind accommodation and development. If something can’t be assimilated then a sense of disequlibration (unbalance) is formed and the individual must accommodate for equilibrium to reoccur. |
EvaluationFace schemas are innate as shown by research by Fantz(1961) and Goren et al(1975) | Equilibration is hard to demonstrate Inhelder et al(1974). Bryant(1955) | It has real world education application Bennett(1976) | Language: Vygotsky vs Piaget- support for Piaget from Sinclair-de-Zwart(1969) | The most comprehensive theory of children’s cognitive development |
| | Intellectual developmentPiaget stated that through maturation the brain developed along with experiences. Enabling children to become capable of further levels of thinking through each stage of development. |
Stages of developmentStage 1: Sensorimotor stage (0-2y) | Key development: Object permenance | Stage 2: Pre-operational stage (2-7y) | Children are egocentric and lack conservation skills | Stage 3: Concrete operational stage (7-11y) | Key development: Class inclusion and Logical reasoning | Stage 4: Formal operational stage (11+y) | Key development: Abstract thinking |
Class inclusionRelationship between members where they are in two different classes but they still come under one master class.
E.g: ANIMAL- dog/cat.
Pre operational children cannot understand categorisation into sublevels. |
| | EvaluationPiagets methodology was flawed Mcgarrigle and Donaldson(1974) naughty teddy. And Hughes(1975) naughty doll | There is cultural bias, not universal | Alternative views- Vygotsky | Biologically driven stages is correct Dasen(1994) | Has important educational application Plowden report(1967) |
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