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Piaget’s Theory and Stages of Cognitive [Development] - Coggle Diagram
Piaget’s Theory and Stages of Cognitive [Development]
Explains how a child constructs a mental model of the world
Viewed children as discovering, or constructing knowledge about their world through their own activities
How it differs from other theories
It focuses on development rather than learning per se, so it does not address learning of information or specific behaviours
It proposes discrete stages of development, marked by qualitative differences rather than a gradual increase in number and complexity of behaviours, concepts, ideas, etc.
It is concerned with children rather than all learners
Piaget’s beliefs of cognitive development
Mistakes reflect through processes at the current stage of development
The new mode of thought is based on the earlier structures of thinking
Intelligence is an active, constructive and dynamic process
mental processes being reorganised continuously because of maturation and experiences from the environment
Stages of development
Preoperational stage (2 to 7 years)
“The Intuitive Child”
Young child think about things symbolically
Ability to make one thing (a word or object) stand for something other than itself
Limitation
: Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others. They believe whatever they see and feel.
Increased ability to use symbols such as gestures and symbols
Increased memory storage
Limitation
: Children believe that all objects have feelings, intentions and emotions
Concrete operational stage (7 to 11 years)
Sensorimotor stage (birth to 2 years)
“The Active Child”
Requires ability to form mental representation (schema) of object
Main achievement: object permanence - knowing that an object still exists, even if hidden
Use of 5 senses to discover and understand the world, experiments with objects
Wide use of reflexes
Formal operational stage (above 11 years)
Three basic components to Piaget’s cognitive theory
Adaptation process that enable the transition from one stage to another
Accomodation
Adjusting schemas to fit in new information and experiences
Equilibrium
Resolution and reaching a comfortable state
Assimilation
Incorporation of new concepts into existing knowledge
Disequilibrium
A state of confusion when concept/experience do not fit into existing schemas
Schemas
Actions or mental representations that organise knowledge
Basic building block of mental/cognitive models that enable us to from a mental representation of the world
Cognitive framework that places concepts, objects or experiences into categories or group by association
T01 Wan Qin, Christina, Evangeline