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Piaget (Stages (Sensori-motor (Substages (Reflex activity - 0-1 month,…
Piaget
Stages
He suggested that children progress through a series of stages in their thinking, each of which corresponds to a broad structure or logic in their intelligence.He thought that intellectual development was a constant processor assimilation and accommodation. He said there was no sharp dividing line between the stages. Each child will go through them at their own time but it will always be in that order.
Sensori-motor
In this stage the child changes from being a newborn to a toddler, He used the word circular a lot when describing substages to emphasise the way children will repeat an activity especially one that is pleasing or satisfying such as thumb sucking.
Substages
Reflex activity - 0-1 month, infants practice innate reflexes such as sucking and looking. Behaviour is largely assimilative.
Primary circular reactions - 1-4months, behaviour is primary in the sense that is basically made up of reflexes or motor response. It is circular in the sense that the child represents it. Primary circular reactions centre on the infants own body. There appears to be no difference between self and outside world
Secondary circular reactions - 4-10 months, infants now focus on objects rather than their own body. They begin to make interesting things happen such as hitting a hanging toy and watch it swing. They have began to move their surroundings intentionally.
Coordination of secondary circular reactions - 10-12 months, infants begin to combine schemas to achieve goals and to solve more problems in new situations. They will use the hitting schema to knock down the barrier between them and a toy.
Tertiary circular reactions - 12-18 months, infants actively use trial and error to learn about objects. Increased mobility allows them to experiment and explore. They learn new ways to problem solve and to discover the properties to their environment.
Internal representation - 18-24 months, the beginning of mental action and insightful solutions to problems. Objects and people can be represented symbolically; behaviour can be limit from previous observations.
However...
Some people think that Piagets work underestimates children's mental capabilities to organise the sensory and motor information that they take in.
Bower 1982 examined Piaget's theory hypothesis that children did not have an appreciation of objects if they are out of their sight. Bower found that children had retained an image or representation in their head, and this could be interpreted as having object permanence at an earlier age
Baillargeon and DeVos (1991) also found evidence to show that young children are aware of continued existence of objects when they are out of view.
Piaget said that intention based on stored representation only develops towards the end of the sensors motor stage whereas Meltzoff ad Moore showed that six weeks old could imitate behaviour a day after seeing it.
Pre-operaional Stage
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However ...
Piaget claims that in this stage children are unable to cope with tasks like part-whole relations or conservation because the lack of logical thought processes to apply principles like compensation. Other people have suggested it might be down to other factors rather than there logical thought.
One researcher noticed that the questions being asked weren't logical or ones that people have in everyday life.
Mcgarrigle found when the wording was rearranged the percent of children getting it right increased dramatically, by 48%
Donaldson gave another reason why young people might have performed badly in conservation task. He said the children build up a model of the world by formulating hypothesis that help them anticipate future events by looking back at previous events. Children assume there has been a change, otherwise why would the adult to be asking again?
Bryant and Trabasson also considered transitive inference tasks and wondered if children's difficulties were less to do with making an inference and more awards remembering the information of the task.
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Education Impications
Even though there are some issues with Piaget's theory he has put across the most comprehensive account of cognitive growth ever put forward.
He argued that children think differently from adults who view the world from a qualitatively different perspective. This is as children learn from actions rather than passive observations.Children need to construct or themselves and that action results into a deeper knowledge.
Teachers should set tasks that can be adjusted to different children's needs which in turn will motivate them more. A teachers role is to create the conditions in which learning may best take place, since the aim of education is to encourage children to ask questions, try out experiments and to be able to speculate, rather than to accept information unthinkingly. The teacher should be focussed on the processes not the end results. Mistakes should not be punished but instead analysed into what is their thinking process at the time.
Organization
Piaget used this term to refer to the inborn capacity to coordinate existing cognitive structures, or schemas, and combine them to make more complex systems. Each separate operation combines into a new action with is more complex than the separate parts.
Adaption
This is the striving of the organic for balance (or equilibrium) with the environment which is reached through complementary process of assimilation and accommodation. It is through both of them that a child reaches equilibrium. It is a constant state of equilibrium that gets disturbed by a new piece of information.
Through assimilation the child takes in new experiences and fits it to pre-existing schemas. This consolidates mental structures.
Accommodation - when a chid adjusts to an existing schema to fit it with the nature of the environment which results in growth and change.
Was studding how children became to learn about the world. He devoted his time to search for mechanisms of biological adaptions and the analysis of logical thought. His theory is concerned with humans need to discover and acquire more knowledge and understanding.
Egocentric - that everything revolves around themselves, like the moon and the sky follows them, This is why they lack to see the perspectives of others. The theory of mind. Three mountain tasks
The essence of knowledge is activity - they have to directly manipulate the object and therefore learn about there properties.