Cheatography
https://cheatography.com
Overview
Jean 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 development
Schema: 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. |
Evaluation
Face 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 development
Piaget 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 development
Stage 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 inclusion
Relationship 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. |
|
|
Evaluation
Piagets 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) |
|
Created By
Metadata
Favourited By
Comments
No comments yet. Add yours below!
Add a Comment
Related Cheat Sheets