Wk. 13 - B Finals Piaget and Kohlberg's Theory PDF

Juvy G. Reyes MAN, RN  PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Jean Piaget (1896-1980), a Swiss psychologist, introduced concepts of Cognitive development. Piaget discovered that children think and reason differently at different periods in their lives. He defined four s...

Juvy G. Reyes MAN, RN  PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Jean Piaget (1896-1980), a Swiss psychologist, introduced concepts of Cognitive development. Piaget discovered that children think and reason differently at different periods in their lives. He defined four stages of cognitive development within each stage are finer units or schema PIAGET’S THEORY OF COGNITIVE DEVELOPMENT 1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 1. Sensorimotor Period According to Piaget, the child in the sensorimotor period primarily explore the world with senses rather than through mental operations.  PIAGET’S STAGES OF COGNITIVE DEVELOPMENT The sensorimotor period prevails from birth to two years of age. (0-2 y/o) Infant is not yet able to use words and symbols for thinking and problem solving  PIAGET’S STAGES OF COGNITIVE DEVELOPMENT The construction of knowledge begins with the child’s ability to perform actions on the world through their senses and reflexes. this stage marks the development of essential spatial abilities and understanding of the world in six sub-stages. SIX SUB-STAGES: 1. NEONATAL REFLEX Occurs from birth to 6 weeks Development of reflexes Stimuli are assimilated into beginning mental images Adaption to their surroundings through assimilation and accommodation begins in this stage. 2. PRIMARY CIRCULAR REACTION Occurs from 6 weeks to 4 months Hand-mouth and ear-eye coordination develop. Infants spend much time looking at objects and separating self from them. the infant brings thumb to mouth for a purpose to suck in Enjoyable activity: rattle or tape of parent’s voice 3. SECONDARY CIRCULAR REACTION Occurs from 4 to 8 months Infants learn to initiate, recognize, and repeat pleasurable experiences from environment. Recognizes shapes and sizes of familiar objects Infants can plan activities to attain specific goals. Toy: mirror, peek-a-boo 3. SECONDARY CIRCULAR MOTION Occurs from 4 to 8 months Memory traces are present infants anticipate familiar events (a parent coming near him will pick him up)  4. COORDINATION OF SECONDARY REACTIONS Occurs from 8 to 12 months infant can plan activities to attain specific goals Learn to search for and retrieve toy that disappears from views Learn that object still exist even If it hidden – develop “Object permanence” 4. COORDINATION OF SECONDARY REACTIONS Occurs from 8 to 12 months Because of increase sense of separateness, infant experience Separation anxiety Toy: nesting toys (colored boxes) 5. TERTIARY CIRCULAR MOTION Occurs from 12 to 18 months (Toddler) Capable of space perception and time perception as well as object permanence. Child are able to experiment and discover new properties of objects and events. Game: Throw and retrieve 6. INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS Occurs from 18 to 24 months Uses memory and imitation to act. Can solve basic problems, foresee maneuvers that will succeed or fail. Toys: Blocks, colored plastic rings “No” as a manifestation of developing autonomy. 2. PREOPERATIONAL THOUGHT IS THE SECOND OF THE FOUR STAGES. (PRE-SCHOOLER) Occurs from 2 to 7 years Thought becomes more symbolic observing sequences of play Comprehends simple abstraction but thinking is concrete and literal 2. PREOPERATIONAL THOUGHT IS THE SECOND OF THE FOUR STAGES. (PRE-SCHOOLER) 2 TO 7 YEARS It includes the following processes: Symbolic play - characterized by the use of mental symbols, words, or pictures, which the child uses to represent something which is not physically present. 2. Preoperational thought (Pre-schooler) 2 to 7 years Centration - characterized by a child focusing or attending to only one aspect of a stimulus or situation. No awareness of reversibility Displays static thinking - inability to remember what he or she started to talk about so that at the end of a sentence the child is talking about another topic. 2. Preoperational thought (Pre-schooler) Egocentrism—a version of centration, this denotes a tendency of a child to only think from her or his own point of view. Animism—the child believes that inanimate objects have "lifelike" qualities and are capable of action. 3. CONCRETE OPERATIONAL THOUGHT IS THE THIRD OF THE FOUR STAGES. Occurs from 7 to 12 years (School Age) Seriation—the ability to arrange objects in an order according to size, shape, or any other characteristic. Classification—the ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another. 3. Concrete Operational Thought Occurs from 7 to 12 years (School Age) Decentering—where the child takes into account multiple aspects of a problem to solve it. Aware of Reversibility—where the child understands that numbers or objects can be changed, then returned to their original state. 3. Concrete operational thought 7 to 12 years (School Age) Conservation—understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items. Elimination of Egocentrism—the ability to view things from another's perspective (even if they think incorrectly). 4. FORMAL OPERATIONAL THOUGHT Occurs from 12 years old to adulthood 1. Can solve hypothetical problems with scientific reasoning 2. Understands causality and can deal with the past, present, and future 3. Adult or mature thought 4. Activity: “talk time” to sort through attitudes and opinions Kohlberg’s Theory of Moral Development Lawrence Kohlberg (1927-1987), a psychologist, studied the reasoning ability of boys. Based on Piaget’s developmental stages, he developed a theory on the way children gain knowledge of right and wrong or moral reasoning.  PRECONVENTIONAL STAGE (2-3 Y/O) Stage 1 Punishment/ Obédience orientation : Child does right because a parent tells him or her to and to avoid punishment Nursing Implications: 1. Child needs help to determine what are right actions. 2. Give clear instructions to avoid confusion.  PRECONVENTIONAL STAGE 2 (4-7 Y/O) Instrumental Relativist Orientation Individualism Instrumental purpose and exchange Nursing Implication: 1. Child is unable to recognize that like situations require like actions 2. Unable to take responsibility for self-care, because meeting own needs interferes with this. CONVENTIONAL STAGE 3 (7-10 Y/O) Interpersonal Concordance orientation: Orientation to interpersonal relations of mutuality. Child follows rules because of a need to be a “good” person in own eyes and eyes of others. CONVENTIONAL STAGE 3 (7-10 Y/O) Interpersonal Concordance orientation Nursing Implication: 1. Child enjoys helping others because this is “nice” behavior 2. Allow child to help with bed making and other like activities. 3. Praise for desired behavior such as sharing. CONVENTIONAL STAGE 4 (10 - 12 Y/O) Law and order orientation 1. Maintenance of social order, fixed rules and authority. 2. Child finds following rules satisfying. 3. Follows rules of authority figures as well as parents in an effort to keep the “system” working. CONVENTIONAL STAGE 4 (10 - 12 Y/O) Nursing Implication: 1. Child often asks what are the rules and if something is “right” 2. May have difficulty modifying a procedure because one method may not be “right” 3. Follows safe care measures only if someone is there to enforce them. POSTCONVENTIONAL STAGE 5 OLDER THAN 12Y/O 1. Social contact Legalistic Orientation 2. Social contact, utilitarian law-making perspectives 3. Follow standards of society for the good of all people 4. An adolescent can be responsible for self-care because he or she views this as a standard or adult behavior POSTCONVENTIONAL STAGE 6 - OLDER THAN 12Y/O Universal ethical Principle orientation: Follows internalized standards of conduct Many adults do not reach this level or moral development Wk. 13 – B Finals