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theory of cognitive development by jean piaget - Coggle Diagram
theory of cognitive development by jean piaget
The Origins of Intelligence in Children and The construction of Reality in the child focus on the development from birth to age two.
acoording to Muuss R. (1995) Piaget is familiar with Freud's work as he makes sporadic references but does not seem to share the same opinions.
Preoperational Stage (2-7)
The child begins to think at a symbolic level but are not yet using cognitive operations.
Formal Operational Stage (12+)
They develop: The ability to think in an abstract way by thinking of ideas in their head.
Sensory-motor Stage (0-2)
Infants and toddlers begin to acquire knowledge through sensory experiences and manipulating objects.
Concrete Operational Stage (7-11)
The develop: Logical Reasoning which allows them to solve problems in the real world.
The 4 stages of Cognitive development
Two dimensions to the theory: stage-dependent theory and stage-independent theory.
Humans adapt to their physical and social environment.
The process of adaptation starts at birth and can be categorised into two different processes: Assimilation and accommodation. Assimilation is the process of how things are grasped or incorporated into the scope of existing knowledge. Acommodation is the process of modifying of existing structures.
According to piaget there are 4 basic elements in development:..............................
development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them
Maturation
Experience
Social transmission (learning through school, parents and language)
Equilibrium
Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow. A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world. (McLeod S., 2022)
Piaget was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers to the questions that required logical thinking.
He believed that these incorrect answers revealed important differences between the thinking of adults and children.
