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DEVELOPMENT
By Jean Piaget
Dr. Cynthia Dy
Symbols in Play
Symbolic play: use one object to stand for another
Fantasy play: pretend to be something, or pretend activities that are impossible
Make-believe play: use toys as props
Egocentrism
Childs inability to take in others perspective
(Littlefield Cook & Cook, 2005/2009, p. 163)
Three Mountain Test
Timmys egocentrism prevents him from seeing Davies perspective Timmy would draw the
big mountain.
Conservation
The FIRST step in the experiment is to show the child 2 cups with equal amount of water .
Pour one cup into a tall, skinny cup and the other into a short, fat cup.
A preoperational child would conclude that the tall skinny class had more water because the level
of water was higher.
1. Hypothetico-deductive reasoning
Ability to plan systematic tests to explore multiple variables (Littlefield Cook & Cook,
2005/2009, p. 167)
2. Abstract thought
Thought about things that are not real or tangible (Littlefield Cook & Cook, 2005/2009,
p. 167)
3. Separating Reality from Possibility
Direction of thinking about reality and possibility reverses: reality is thought of as
only one of many possible outcomes (Littlefield Cook & Cook, 2005/2009, p. 167)
Combinational logic
Thinking about multiple aspects and combining them logically to solve problems
5. Reflective Thinking
Thinking about your own thinking
4.
Piaget referred to the question How can we speed up development? as the American
question. Among the many countries he visited, psychologists and educators in the United
States seemed most interested in what techniques could be used to accelerate childrens progress
through the stages. Piagetian-based educational programs accept his firm belief that premature
teaching could be worse than no teaching at all, because it leads to superficial acceptance of
adult formulas rather than true cognitive understanding (May & Kundert, 1997).
Acceptance of individual differences in developmental progress.
Piagets theory assumes that all children go through the same developmental sequence but that
they do so at different rates. Therefore, teachers must make a special effort to arrange classroom
activities for individuals and small groups of children rather than for the total class group. In
addition, because individual differences are expected, assessment of childrens educational
progress should be made in terms of each childs own previous course of development, not in
terms of normative standards provided by the performances of same-age peers.
Some general suggestions include:
The use of concrete props and visual aids, such as models and/or time lines.
Facilitate learning by using familiar examples to explain complex ideas, such as a story
problem in math.
Give students the opportunities to classify & group information, use outlines &
hierarchies to facilitate assimilation of new information with previously learned
knowledge.
Present problems that require logical analytical thinking, "brain teasers" are a great way
to incorporate this.
SAMPLE ACTIVITIES
Teachers should try to teach broad concepts, rather than just facts.
-Use materials and ideas relevant to the students.
-For example: If you were teaching material about the Civil War, the class could join in a
discussion about other issues which have divided our country.
-Use lyrics from a popular song to teach poetry.
REFERENCES
Berk, L.E.(2007). Development through the lifespan: Fourth Edition. Illinios: Pearson
Education, Inc.
Hall, C. E. Nordby, V.J. (1974). A guide to pyschologists and their concepts. San Fransico:
Freeman and Company.
Malott, R.W. Whaley,D.L.(1976). Pyschology. New York: Harper and Row, Publishers, Inc.
Wadsworth, B.J.(1996). Piagets theory of cognitive and affective development: Fifth Ed. New
York: Logman Publishers, U.S.A.
Littlefield Cook, J., & Cook, G. (2009). Cognitive development: Piagetian and sociocultural
views. in Child development principles and perspectives (2nd ed., pp. 151-183). Boston :
Pearson Education, Inc. (Original
National down syndrome society - mental health issues and down syndrome. (2011). Retrieved
November 30, 2011, from