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Piaget's Cognitive Theory - Coggle Diagram
Piaget's Cognitive Theory
Sensorimotor stage (Birth to 2 years)
Infants understand the world through information taken in by senses and physical actions
Substages
Simple reflexes (Brith to 1 month)
Inborn actions in response to sensations (e.g. sucking reflexively when lips are brushed)
Primary circular reactions (1 to 4 months)
Intentionally repeating an action focused on its own body that was initially experienced by chance, for enjoyment (e.g.sucking thumb)
Secondary circular reactions (4 to 8 months)
Repeat actions that involve both objects and their own bodies and brings about interesting and enjoyable results (e.g. hitting a bell)
Coordination of secondary circular reactions (8-12 months)
Use hand-eye coordination to achieve a goal (e.g. in order to get hold of a ball that is a distance away, the infant uses a stick to bring the ball within reach)
Tertiary circular reactions (12-18 months)
Experimentation of objects to explore their properties (e.g. rolling, bouncing, spinning a ball)
Symbolic thought (18 to 24 months)
Able to form mental representations of objects that are not physically present (e.g. using a hairbrush as a mic)
Preoperational stage (2 to 7 years)
The child begins to represent the world with words, images and drawings
Substages
Symbolic function (2 to 4 years)
Limitations
Egocentrism
The inability to distinguish between one's own perspective and someone else's perspective
The children believe that whatever they feel, see, and think, others also feel, see and think the same
The children often pick their own view rather than other's view
Animism
The belief that all objects, animals, and things are living and capable of having feelings, intentions and emotions
Children put 'life-like qualities' to non-living things
Example: The tree pushed the leaf off, so the leaf fell down
The child gains the ability to mentally represent an object that is not present
Intuitive thought (4 to 7 years)
Processes of development
Schema - actions or mental representations that organise knowledge
Assimilation - fitting new experiences into pre-existing schemas
Disequilibrium - confusion when experiences do not fit into pre-existing schemas
Accommodation - changing mental schemas to fit new experiences
Equilibrium - resolution and achieving understanding