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Piaget's Cognitive Development, T17 Dawn Lee, Ofelia Lee, Thanushri, …
Piaget's Cognitive Development
Sensorimotor
Stage
Co-ordinating Secondary
schemes
Instead of simply prolonging interesting events, babies now show signs of an ability to use their acquired knowledge to reach a goal.
E.g. Infants will reach out and knock things that are standing in the way to get hold of a rattle instead of just shaking the rattle
From 8 to 12 months
First of the four stages in Piaget's
theory of cognitive development
Extends from birth to approximately 2 years, and is a period of rapid cognitive growth
Tertiary Circular Reactions
Differs from Secondary Circular Reactions
The infant who once explored an object by taking it apart now tries to put it back together.
Symbolic Thought
Transitional to the Preoperational stage of cognitive development
Form mental representations of objects.
They have developed the ability to visualise things that are not physically present
This is crucial to the acquisition of
object permanence
Object permanence is the most fundamental achievement of the whole sensorimotor stage of development.
Reflex acts
First month of life
Eg. If you brush a baby’s mouth with your finger, the baby will suck reflexively
Primary circular reactions
The baby will repeat pleasurable actions on intention with their own body
Eg. 1-4months old will wiggle their fingers, kick their legs and suck their thumb
Secondary circular reactions
4-8 months
The baby will repeat pleasurable actions that involves both their body and objects
Eg. Shaking the rattle for the pleasure of hearing the sound it produces
Preoperational Stage
Animism
the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions meaning that for the pre-operational child the world of nature is alive, conscious and has a purpose.
four stages
Up to the ages 4 or 5 years, the child believes that almost everything is alive and has a purpose.
During the second stage (5-7 years) only objects that move have a purpose.
In the next stage (7-9 years), only objects that move spontaneously are thought to be alive.
In the last stage (9-12 years), the child understands that only plants and animals are alive.
Pretend (or symbolic) Play
Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play these roles with props that symbolize real life objects. Children may also invent an imaginary playmate.
'In symbolic play, young children advance upon their cognitions about people, objects and actions and in this way construct increasingly sophisticated representations of the world' (Bornstein, 1996, p. 293).
As the pre-operational stage develops egocentrism declines and children begin to enjoy the participation of another child in their games and “lets pretend “ play becomes more important.
Toddlerhood (18-24 months) through early childhood (age 7)
second of the four stages in Piaget's theory of cognitive development
Artificialism
the belief that certain aspects of the environment are manufactured by people (e.g. clouds in the sky).
Irreversibility
the inability to reverse the direction of a sequence of events to their starting point.
Centration
Centration simply means to focus on only one aspect of a situation at one time. It is not a good thing for the child to multitask and concentrate on many aspect at one go. This can decanter them. At this stage, children have difficulties in decenterating in social situation and non-social contexts.
Egocentrism
Egocentric would refer to the child’s inability to see a situation from another person’s point of view. Children’s thoughts and communications can be seen as egocentric. According to Piaget, the egocentric child assumes that other people see, hear , and feel exactly the same as the child does.
Play
At the beginning of this stage, children would be engaging in parallel play. This would mean that although they are all in the same classroom playing, they do not play with each other but the play beside each other. They are all in their own tiny world and speech is egocentric. Which means to say function of speech at this stage is to externalise the child’s thinking rather than to communicate with others. The child has not learn social function of either language or rules.
Symbolic representation
The early preoperational period(age 2-3) is marked by a dramatic increase in the children’s use of the symbolic function. This is ability to make one thing-a word or an object- stand for something other than itself. Language would be the most obvious form of symbolism that young children display. However, Piaget(1951) argues that language does not facilitate cognitive development,but merely reflects what the child already knows and contributes little to new knowledge. He believed cognitive development promotes language development, not vice versa
T17 Dawn Lee, Ofelia Lee, Thanushri,
Gan Lui Xing