Neo-Piagetian Theory PDF

Group 1 0 Neo-piagetian Theory  TABLE OF CONTENTS Introduction Bagnol Case’s Theory Eustacio Ee Eustacio & Implica...

Group 1 0 Neo-piagetian Theory  TABLE OF CONTENTS Introduction Bagnol Case’s Theory Eustacio Ee Eustacio & Implication Bulatao Bagnol & Summary Bulatao BAGNOL SPEAKING Neo-piagetian Theory INTRODUCTION Expands and revises Piaget’s concepts and ideas Brain maturation and cognitive mechanisms Cognitive development BAGNOL SPEAKING  Key concepts INTRODUCTION Cognitive development is constrained by the maturation of information processing mechanisms in brain Children acquire new knowledge through both unintentional and intentional learning process Children acquire cognitive structure that affect their thinking in particular content domains BAGNOL SPEAKING  Key concepts INTRODUCTION Development in specific content domains can sometimes be charqacterized as a series of stages Formal schooling has a greater influence on cognitive development than Piaget believed. BAGNOL SPEAKING CASE’S THEORY Robbie Case Neo-Piagetian researcher at the University of Toronto until his untimely death in 2000. EUSTACIO SPEAKING CASE’S THEORY Central Conceptual Structures Number - children’s ability to reason about and manipulate mathematical quantities Spatial Relationships - drawing, construction and use of maps, replication of geometric patterns, and psychomotor activities Social Thought - interpersonal relationships, understanding human thoughts, desires, behaviors, and comprehension of short stories EUSTACIO SPEAKING CASE’S THEORY A Possible Central Conceptual Structure for Number AGE 4 They can understand the difference between “a little” and “a lot” They recognize that adding objects leads to more of them and subtracting objects leads to fewer of them They can count a small set of objects They cannot yet answer comparison questions EUSTACIO SPEAKING CASE’S THEORY A Possible Central Conceptual Structure for Number AGE 6 They can easily answer simple “which is more?” questions They can understand and say verbal numbers They recognize the written numerals 1,2,3, and so on They have a systematic process for counting objects They use their fingers for representing small quantities EUSTACIO SPEAKING CASE’S THEORY A Possible Central Conceptual Structure for Number AGE 8 They can begin to use two number lines simultaneously to solve mathematical problems They presumably have a better understanding of concepts like “carrying” in addition and “borrowing” in subtraction EUSTACIO SPEAKING CASE’S THEORY A Possible Central Conceptual Structure for Number AGE 10 They become capable of generalizing the relationships of two number lines to the entire number system They understand the place values and can navigate between them They can treat mathematical problems as “mental entities” EUSTACIO SPEAKING IMPLICATION CHILDREN AND ADOLESCENTS CAN LEARN A GREAT DEAL THROUGH HANDS-ON EXPERIENCES INFANCY might involve experimenting with objects that have visual and auditory appeal, such as rattles, stacking cups, and pull toys PRE-SCHOOL LEVEL might involve playing with water, sand, plastic blocks, and age- appropriate manipulative toys EUSTACIO SPEAKING IMPLICATION CHILDREN AND ADOLESCENTS CAN LEARN A GREAT DEAL THROUGH HANDS-ON EXPERIENCES ELEMENTARY SCHOOL YEARS might entail throwing and catching balls, constructing popsicle- stick structures ADOLESCENTS benefit from opportunities to manipulate and experiment with concrete materials- like equipment in a science lab, or food and cooking utensils. EUSTACIO SPEAKING IMPLICATION CHILDREN AND ADOLESCENTS CAN LEARN A GREAT DEAL THROUGH HANDS-ON EXPERIENCES DISCOVERY LEARNING Is sometimes called “learning through exploration” Piaget suggested that this should be child-initiated and child- directed EUSTACIO SPEAKING IMPLICATION CHILDREN AND ADOLESCENTS CAN LEARN A GREAT DEAL THROUGH HANDS-ON EXPERIENCES INQUIRY LEARNING Helps students acquire reasoning skills and new information More effective when teachers provide some structure for them and help students interpret results in scientifically or mathematically appropriate ways EUSTACIO SPEAKING IMPLICATION PUZZLING PHENOMENA CAN CREATE DISEQUILIBRIUM AND SPUR CHILDREN TO ACQUIRE NEW UNDERSTANDING The discomfort that occurs when new information challenges existing beliefs, can prompt children to reevaluate and spur new understandings EUSTACIO SPEAKING IMPLICATION INTERACTIONS WITH PEERS CAN ALSO PROMOTE MORE ADVANCED UNDERSTANDINGS Piaget proposed that interaction with peers helps children realize that others often view the world differently than they do and their own ideas aren’t always completely logical or accurate EUSTACIO SPEAKING IMPLICATION INTERACTIONS WITH PEERS CAN ALSO PROMOTE MORE ADVANCED UNDERSTANDINGS INTERACTIONS WITH PEERS HAVE SEVERAL ADVANTAGES: 1. Peers speak at a level where children can understand 2. Whereas children may accept an adult’s ideas without argument, they’re more willing to disagree with and challenge the ideas of their peers 3. When children hear competing views held by peers, they may be motivated to reconcile the contradictions EUSTACIO SPEAKING IMPLICATION CHILDREN ARE MORE LIKELY TO REASON IN SOPHISTICATED WAYS WHEN THEY WORK WITH FAMILIAR TASKS AND TOPICS Piaget’s work suggests that children reason more effectively when they are working with topics or tasks they are familiar with Prior knowledge helps children approach tasks with more advanced reasoning skills EUSTACIO SPEAKING IMPLICATION COGNITIVE DEVELOPMENTAL PERCEPTIVES Piaget's clinical method can observe children's cognitive process by using Piagetian task that is catered to formal and concrete operationalchildren An example shown is a map of UST varied with shapes and lines that children can interpret what is going on BULATAO SPEAKING IMPLICATION DEVELOPMENTAL AND CONTEXTUAL PERSPECTIVES BULATAO SPEAKING Piaget's stages can provide some guidance about when certain abilities are likely to merge but they shouldn't be taken too literally Children can only succeed in a particular domain only if they mastered basic concept and skills central to the domain Reasoning skills develop gradually as we age or learn information SUMMARY TO WRAP THINGS OUT Cognitive development focused on the process of thinking as we age and develop Jean Piaget researched cognitive development theory and categorized development into 4 stages Piaget underestimated the complexities of infants and children Neo-Piagetians propose that children acquire more skills that these dystems may develop into a stage-like manner Thank You!