Piaget - Constructivist
Theory of Cognitive Development
He believed that children were not born will intelligence; it occurs due to biological maturation and interaction with the environment.
Children are born with a very basic mental structure on which all learning and knowledge is based.
Schemas are the building blocks of the cognitive models, which enables us to form a mental representation of the world.
The basic building block of intelligent behaviour - a way of organising knowledge. Each relating to an aspect of the world, including objects/actions/ect...
Schemas
A set of linked mental representations of the world, which are used to understand and respond to situations. The assumption is that we store these and apply them when needed.
For example, someone may have a scheme about buying a meal in a restaurant - the schema is a stored form of the patterns of behaviour that is expected. They follow this type of schema, called a script, and apply it exactly to each of this situation. (Adolescence/Adult/Elderly)
For example, babies have a sucking reflect, which is triggered by anything touching their lips. Therefore, they have a 'sucking schema'. (Childhood)
Key terms:
Assimilation - using an existing schema to deal with a new object/situation. For example, a child see's a man with a bald head and hair on the sides and yells 'clown'. (Childhood)
Accommodation - existing schema does not work and needs to be changed to deal with new object/situation. Child is able to adapt their 'clown schema'. (Childhood)
Equilibration - the force that moves development along. Cognitive development does not develop at a steady rate - but in leaps and bounds - we do not like to be frustrated and will seek to restore balance by adapting our schemas (accommodation).
Equilibrium - occurs when schema's can deal with most new information through assimilation.
Piaget's 4 Stages of Cognitive Development
Sensorimotor (Birth-2) - main achievement during this stage is object permanence (knowing that an object will exist even if it is hidden). It requires an 'object schema'.
Preoperational stage (2-7) - young children can think about things symbolically - can make one thing (word/object) stand for something else. Very egocentric.
Concrete operational stage (7-11) - major turning point in a child's cognitive development as it marks the beginning of logical thinking. Child can work things out internally in their head and understands numbers/mass/weight. Also, child will understand that something stays the same quanity, even if it's appearance changes (i.e. liquid in a cup).
Formal operational stage (11+) - lasts into adulthood. People develop ability to test hypothesises and think about consequences of potential actions.
For example, a child has seen basic birds, such as robins. During a visit to the zoo they see exotic birds, but know they are birds due to their 'bird schema' via assimilation. (Childhood)
Children are actively constructing their understanding of the world as they grow.
Useful
Not useful
Clearly identification of ages and stages.
Allows for selection of age/stage related activities.
Adults role is to facilitate learning by providing opportunities for children to learn from.
Encourages clear structure of learning programmes.
Emphasises individual play.
'Culture free' - background will have little importance.
Different children may go through stages at different ages.
Requires detailed record keeping to identify child's stage of progress.
Minimises group activities - less appropriate for early years setting.
Minimises role of background culture and interaction with others.
Learning by 'trial and error' can be time consuming.