Piaget's Theory of Cognitive Development PDF

1  # 1. 1. 1 1.. Cal endar The Objectives of Third Topic: “Miscellaneous in Development Psychology” Describe the Periods and Processes of Development Explain the Piaget Theory of Cognitive Development Distinguish between Ph...

1  # 1. 1. 1 1.. Cal endar The Objectives of Third Topic: “Miscellaneous in Development Psychology” Describe the Periods and Processes of Development Explain the Piaget Theory of Cognitive Development Distinguish between Physical development during the school years Compare between Characteristics of growth developments during study stages of school 2  Periods and Processes of Development Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Periods and Processes of Development (1) -Development moves through the infancy, early, middle and late childhood, and adolescence periods. That are for the purposes of organizationand understanding -These periods of development are the result of biological, cognitive, and socioemotional processes. -The interplayof these processes produces the periods of human development. Infancy extends from birth to 18 to 24 months:It is a time of extreme dependence on adults. Many activitiesare just beginning, such as language development, symbolic thought, sensorimotorcoordination, and sociallearning. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. 3  Periods and Processes of Development (2) Early childhood (sometimes called the preschool years) extends from the end of infancy to about 5 years:Children become more self-sufficient, develop school readiness skills, and spend time with peers. First grade is the endof early childhood. Middle and late childhood (sometimes called the elementary school years) extends from about 6 to 11 years of age:Children masterthe fundamentalskills of reading, writing, and math, achievementbecomes a more independent, self-controlincreases and interact more with the wider social world. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Periods and Processes of Development (3) Adolescence involves the transition from childhood to adulthood. It begins around ages 10 to 12 and ends around 18 to 21: Adolescence starts with rapid physical changes, and development of sexual functions. Find independenceand own identity. The thoughtbecomes more logical. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. 4  Piaget Theory of Cognitive Development (2) Piaget (1970) proposed that children went through four stages: 1- Sensorimotor, 2- Preoperational, 3-Concrete Operational, 4-and Formal Operational. This theory is called Piaget's theory of cognitive development. Alghafri, A. S. (2011). Effects of Neuroscience-Based Thinking (NBT) and Thinking Skills Strategies (TS) on Thinking and Emotion among Primary Schools Pupils. PhD. Thesis, UniversitiSainsMalaysia (USM), Malaysia. Key Features of Piaget’s Cognitive Development By stages he meant a sequence of thinking patterns with four key features: 1. They always happenin the same order. 2. No stageis ever skipped. 3. Each stage is a significant transformationof the stage beforeit. 4. Each later stage incorporatedthe earlierstages into itself. Eachstage is correlatedwith an age period of childhood, but only approximately. Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation. 5  Piaget Theory of Cognitive Development (3) In sensorimotor stage:the intelligence is become manifest through motor process without using symbols. The knowledge is limited but it is developed by experiences and physical interactions. These help child to develop new intellectual abilities. Additionally, some language abilities are demonstrated at the end of sensorimotor stage. In pre-operational stage: the intelligence is manifested with using symbols. The thinking way in this stage is egocentric, non-logical and nonreversible yet imagination and memory are developed. However, language abilities become more mature. Alghafri, A. S. (2011). Effects of Neuroscience-Based Thinking (NBT) and Thinking Skills Strategies (TS) on Thinking and Emotion among Primary Schools Pupils. PhD. Thesis, UniversitiSainsMalaysia (USM), Malaysia. Piaget Theory of Cognitive Development (4) In concrete operational stage:child be able to understand the terminologies of number, length, liquid, mass, weight, area, volume. Intelligence becomes related to concrete objects and it appears through logical and systematic mastery of symbols. Operational thinking develops whereas egocentric thinking reduces. In formal operational stage:intelligence is manifested through logical using of symbols related to abstract concepts. In early of this stage, the person could be return to egocentric thinking (Feldman, 2007; Piaget, 1950). In short, Piaget’s four- stages cognitive development theory includes the development of children thinking. Alghafri, A. S. (2011). Effects of Neuroscience-Based Thinking (NBT) and Thinking Skills Strategies (TS) on Thinking and Emotion among Primary Schools Pupils. PhD. Thesis, UniversitiSainsMalaysia (USM), Malaysia. 6  See … and Participate Piaget Theory of Cognitive Development (4) The sensorimotor stage: -From birthuntil the end of the 2year (infant/cradle stage). -Learning at this stage dependson the sensesand the movement. The pre-operational stage: -From the end of the 2year to the 7year (early childhood). -Relying on the languageto identify the outsideworld as the child can do some simple mental processessuch as classification of the animal large and small. The concrete operational stage: -From 7 to 12(almost late childhood). -Do some mentalprocesses developedlike; this toy is bigger than this toy. In formal operational stage: -From 12 to adulthood (adolescence). -Conductmentalprocesses that require mental conclusions. The time periodfor eachphase of Piaget's cognitive development is not absolute butis relatedto the ageof the individual's entry into each stage and its culture. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. 7 8 Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation. 9 10 11