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Chp. 6 - Piaget Theory - Coggle Diagram
Chp. 6 - Piaget Theory
Period I: Sensorimotor Intelligence
Stage 1 (birth - 1mo): The Use of Reflexes
Scheme - any action pattern for dealing with the environment Ex) looking, grasping, hitting, or kicking
Infants' first schemes consist primarily of inborn reflexes ex) sucking
Assimilation is the most prominent activity during Stage 1
Stage 2 (1 - 4mo): Primary Circular Reactions
A circular reaction occurs when the baby chances upon a new experience and tries to repeat it. Ex) thumb-sucking
Most of the primary circular reactions involve the organization of two previously separate body schemes or movements
Need coordination
Stage 3 (4-8mo): Secondary Circular Reactions
Secondary circular reactions occur when the baby discovers and reproduces an interesting event outside herself
Stage 4 (8-12mo): The Coordination of Secondary Schemes
Infant learns to coordinate two separate schemes to get a result
Stage 5 (12-18mo): Tertiary Circular Reactions
Infants experiment with different actions to observe the different outcomes.
Infants learn entirely on their own, without any adult teaching. They develop their schemes solely out of an intrinsic curiosity about the world.
Stage 6 (18mo - 2y): The Beginnings of Thought
Children seem to think out situations more internally, before they act.
Children are capable of deferred imitation - the imitation of models hours or days after observing them.
Periods I & III. Preoperational Thought (2-7yrs) and Concrete Operations (7-11yrs)
The Growth of Symbolic Activity
Children begin to use symbols when they use one object or action to represent an absent one.
We also see nonlinguistic symbols in children's make-believe play.
As their make-believe play develops, children start adding words.
Language develops rapidly during the early pre operational years (2-4yrs) and widens the child's horizons.
Piaget believed logic stems from actions. Infants develop logically coherent action systems during the sensorimotor period, before they talk, and later logic is simply organized actions of a more internal kind.
Scientific Reasoning - Conservation of Continuous Quantities (Liquids)
Experiment) one glass is poured into different shaped glasses and the child is asked which glass has more water.
Most children would either choose the taller glass or the wider glass as having more water, when in fact they all had the same amount.
Children generally achieve conservation of liquids at about 7 years. Entering the stage of concrete operations. Children demonstrate conservation by using 3 arguments.
Identity argument - "you haven't added any or taken any away so it has to be the same"
Compensation argument - "This glass is taller here, but the other one is wider, so they're still the same" (the changes cancel each other out)
Inversion argument - "they are still the same because you can our this one back to what it was before"