Theories of Cognitive Development

Click to edit Master subtitle style Jamie

Kashin Mui Hui

11/15/12

Introduction Theories of Cognitive Development - 1980) from Switzerland By Jean Piaget (1898
Came out with the theory after studying the

way children reasoned

Noticed that younger children answered

questions differently from older children

Thus he assumed that:

11/15/12 Younger children are not less knowledgeable

Background Theories of Cognitive Developmentdifferent stages which Theory is based on

Represents different types of thinking

Children in stage one cannot think the same

as children in stages 2, 3 or 4 etc

Transition from stage to stage are
Usually fast Universal - Stages works for everyone in the

world

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Key concepts Theories of Cognitive Development 5 key concepts

Schema Assimilation Accommodation Adaptation Equilibrium

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Key concepts Schema

Helps individuals understand their

surroundings

Represents a certain aspect of the world

For example, a child may have a schema about

a type of animal, such as a dog. If the child's only experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs. And when the child encounters a very large dog. The child will take in this new information, modifying the previously existing schema to include this new 11/15/12 information.

Key concepts Assimilation

Fitting of new information in to an existing

schema

For example, when the child sees a large dog

for the first time, it will take this information and add it to his/her existing schema of dogs
However, this may lead to stereotyping
For example, when the dog bites the child for

the first time, it is definitely a painful experience for the child, the child will then add this experience to his/her existing schema of 11/15/12 dogs. The next time they encounter a dog, the schema will be applied and they will recall that

Key concepts Accommodation

When coming across a new object for the first

time

The child may apply an existing schema to the

object
For example, when the child sees a cat for the

first time, he/she will assume its a dog as they both have four legs and are furry. But when they are told it is a cat and not all four legged animals are dogs, they would accommodate into another new schema as a 11/15/12 cat schema.

Key concepts Adaptation

Adapting our schema to make it accurate

through

Assimilation Accommodation

Schemas will change and adapt to the world

we live in
For example, when the child learns that dogs

bite, they will also come across other dogs that are friendly and likes to get close to them. They will then fit and accommodate this new 11/15/12 discovery into their dog schema and react

Key concepts Equilibrium

Striking a balance between
Assimilation Accommodation

For example, when the child encounters a dog

again, the childs current dog schema includes being small/big, furry, and have four legs and bites. And when the dog does something new like barks at the child, the child will be in a state of disequilibrium
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Stage Stage

: Sensorimotor
2 years old.

Occurs from birth to approx.

Information is received through all the senses

Sensory perceptions & Motor activities are

limited
Utilizes innate behaviours to enhance learning

process

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6 sub-stages
1. Reflexes (0-1 month) 2. Primary Circular Actions (1-4 months) 3. Secondary Circular Reactions (4-8 months) 4. Co-ordination of Secondary Circular

Reactions (8-12 months)

5. Tertiary Circular Reactions (12-18 months) 6. Symbolic/Mental Representation (18-24

months)

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STAGE Stage

2: The Pre-operational
2 7 years of age.

Occurs from

Symbolization

Egocentrism : Perception of the world in

relation to oneself only

Conservation : Struggle to understand the

difference in quantity and measurements in different situations 11/15/12

Stage 3: Concrete Operational Stage

Occurs from 7-11 years of age Use logic to complete tasks

eg:

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Have difficulty understanding abstract or

hypothetical concepts.
eg: Elaine is younger than Kashin. Elaine is older than Jamie. Who is the eldest?
Gradually develop an ability to conserve

Understanding of reversibility

eg: I have a Poodle. Poodle is a dog. Dog is an animal.

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Stage 4: Formal Operational Stage

Occurs from age 11 onwards Ability to think about the unseen

Able to plan an organized approach while

solving a problem

- ability to consider a range of possibilities and approach systematically

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THANK YOU !
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