Group 1 Jean Piaget

 Developmental Learning  Theories of Jean Piaget EDT 716, 6:40 pm Group 1

Group 1 Members (6:40 pm Section) • • • • • •  

Adam Bellow Kristina Desiante Carol Carota Melissa Errante Kristen Poulos Kaylin Mozzone

   

Four Stages of Cognitive Development • Sensorimotor (birth-2 years) • Preoperational (2-7 years) • Concrete Operational (7-11 years) • Formal Operational (11 years onward)

Sensorimotor Stage - Birth to 2 Years Infants learn about themselves through their environment and through motor and reflex actions.  They  learn that they are seperate from their environment and that people and things exist even though they may  be outside of their reach.  Behavior can be modified by using the senses such as a frown or a firm voice.

-------------------------------------------------------------------------------

• Just an action in itself serves as a stimulus to which the response is the same action.           Example:  A baby may suck his/her thumb which feels good so they continue. • An awareness of the environment develops and infants become more object oriented.          Example: A baby may shake a rattle which makes a pleasing sound so they do it again and again! • Object permanence develops in which infants realize that just because they cannot see something  doesn't mean it's gone.          Example:  A baby enjoys the game peek-a-boo. • Actions are done intentionally and can be combined to reach a goal.          Example:  A baby may use an stick to reach a toy. • Mental representation develops where an infant can hold an image in their mind for a period beyond  the immediate experience and engage in deferred imitation.           Example:  A child may throw a tantrum an hour after seeing another child throw one. • Infants use mental combinations to solve simple problems           Example:  A child may put a toy down to open the door. • Pretend play emerges           Example:  A child will use a toy for its intended purpose instead of using it to throw or suck on.

 

Preoperational Stage - 2 to 7 Years

  Children apply their new knowledge of language and begin to use symbols as  representation for objects. They are able to think about things and events that aren't  present, but can have difficulty understanding time. They are egocentric and expect others  to see situations from their viewpoint.  Teaching must consider a child's vivid fantasies and  undeveloped sense of time. Using neutral words and hands on instruction gives children  an active role in learning.  ---------------------------------------------------------------------------------------------------------------• Children are able to use symbols and is able to pretend.         Example:  Creative play using  a stick as a sword, drawing, language • Children develop an understanding of past and future         Example:  "Mommy will be home soon." or "Remember when Daddy took you to the          fair?" • Children see things from from their own point of view         Example:  Children bring out a new toy that only they can play with • Children focus on one aspect of a problem or communication at any given time         Example: "I don't live in New York, I live in Dix Hills!"       

Concrete Operational Stage - 7 to 11 Years Children begin thinking logically about concrete events but  have difficulty understanding abstract or hypothetical concepts.  

Mental operations improve:  seriation classification decentering reversibility conservation elimination of egocentricism   Woolfolk, Anita. (2004) Educational Psychology (9th Edition). Boston, MA: Allyn & Bacon.

Concrete Operational Stage - 7 to 11 years What it means: A child playing with a ball of dough understands that: • appearance can change without changing its identity (flattened ball  of dough may change shape, but its amount does not change) • effects of action can be reversed (flattened dough can be rolled out  again) • a change in one dimension can be compensated for by an opposite  change in another dimension (flattened dough covers a wider area,  but is also thinner than rolled dough)  

In the classroom:

• students can add and subtract on paper but cannot perform mental  math • students can work with a map but cannot verbally provide directions

    http://social.jrank.org/pages/157/Concrete-Operational-Thinking.html 

 Formal Operational Stage - 11 years onward

• Children develop the ability to think about abstract  concepts rather than simply thinking concretely and  specifically    

   

• Skills such as logical thought, deductive reasoning, and  systematic planning also emerge • Instead of relying solely on previous experiences,  children begin to consider possible outcomes and  consequences of actions. This type of thinking is  important in long-term planning

Formal Operational Stage - 11 Years Onward

What it means:  At the formal operational stage, child  • is able to think about abstract problems in logical  fashion • can apply hypothetical and deductive reasoning • can implement more scientific thinking • develops concerns about identity and social issues In the classroom: • students engaging in dialogue concerning abstract  notions: existence, truth, justice, and morality    Driscoll, M.P. (2005). Psychology of Learning for Instruction (3rd Ed.). Boston: Pearson Education.

The Processes of Development critical to development responsible for children's progression from one stage to  the next  

1. Assimilation   2. Accomodation   3. Equilibration      Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA. 

 

 

Assimilation • Occurs when a child perceives new objects or events in  terms of existing skills    -Example: An infant knows how to grab his favorite rattle and put it in his   

 

mouth. When he sees another object that is new to him, such as his dad's expensive  watch, he grabs it and puts it in his mouth.  (he assimilated a new oject into an  old schema)

•  Functional quality of assimiliation

-Children and adults will apply any mental structure available to assimilate to a new  event. -Children learning to talk will talk endlessly to themselves, whether or not anyone is  listening.  Adults who have learned a new skill will also try to apply that  knowledge in as many situations as possible.  

IN THE CLASSROOM

• learner-centered education (active discovery) • teachers are facilitators of knowledge

  Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA.

 

Accommodation  

•  When existing skills (schemes) must be modified to account  for a new experience, accomodation occurs   -Example: The same infant who grabbed his dad's watch and put it in his  mouth assimilated the watch to his rattle.  Since this will most likely create a  negative reaction by dad, the infant will accomodate to the new object.

 

• Assimilation and accomodation are the two sides to  adaptation (learning) and influence each other

   IN THE CLASSROOM

• allow children to make mistakes and learn from them • present students with situations and materials and allow them to discover new  learning

    Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA.

 

                   Equilibration   •

The master developmental process, encompassing both  assimilation and accomodation  

 Characterizes the child's transition from one stage of development to the next  When disequilibrium occurs, thinking will shift and accomodation will occur

   

• Involves the person striking a balance between himself and  the environment, between assimilation and accomodation • Equilibration is the major factor in explaining why some  children advance more quickly in the development of logical  intelligence than others

 

  IN THE CLASSROOM

• analyze student errors to gain a better understanding of their thought  processes

  Driscoll, M. (2005).  Psychology of Learning for Instruction (3rd Ed.).  Pearson Education, Boston MA 

 

Three Types of Knowledge • Physical Knowledge • Logical-Mathematical Knowledge • Social Knowledge

Physical Knowledge Physical knowledge is a childs knowledge about objects in the world around them. This knowledge is obtained through their senses, such as seeing and touching. The objects supply the information.   Example: A child plays with blocks and learns that blocks are hard, square and colorful.   Next, the child plays with playdoe and learns that playdoe is soft and can change shape.   The childs learns some general characteristics of blocks and playdoe. He/she can use this knowledge and apply it to other objects with similar characteristics.   In the classroom: -Students can learn through investigating and making discoveries on their own. -Students should have ample time to interact with different objects.

Logical-Mathematical Knowledge Logical-Mathematical Knowledge is knowledge that is invented through ones actions on objects. A child is able to find a simularity between two things that appear to be different.The action supplies the knowledge Example: There are two rows of blocks, each containing four blocks. One row has all red blocks and the other all blue blocks. The child can see that the physical characteristic of color is different(physical knowledge) but that each row contains the same amount of blocks (logicalmathematical knowledge). In the classroom: Once a student learns how to connect objects using information other than physical traits, they can apply this to all other objects or ideas.

    

Social Knowledge Social knowledge is knowledge obtained through interaction with people in the same culture. Actions supply the knowledge.   Example: A child learns to decorate a Christmas tree through the interaction with his/her family members.    In the classroom:  Students learn by doing and by working with others. 

Principles of Instruction • Learning environment should support the activity of the child.    

• Children's interaction with their peers are an important source  of cognitive development. • Adopt instructional strategies that make children aware of  conflicts and inconsistencies in their thinking. 

Learning environment should support  the activity of the child. WHAT IT MEANS Activity is the key to the growth in intelligence Students gain knowledge through their actions Learning environments should encourage students to initiate  and complete their own learning activities. Students must come to their own educational discoveries,  not the ones of the teacher.

  WHAT IT LOOKS LIKE IN THE CLASSROOM Use of manipulatives  Through play and discovery

Children's interaction with their peers  are an important source of cognitive  development. WHAT IT MEANS Peer interactions are essential to move children beyond egocentric thought Egocentric child (Preoperational stage of development)

  WHAT IT LOOKS LIKE IN THE CLASSROOM Peer teaching Social negotiation during problem solving

Adopt instructional strategies that make  children aware of conflicts and  inconsistencies in their thinking. WHAT IT MEANS When confronted with a lack of reasoning, students  construct more complex and adequate rules   Students need there to be disequilibrium between current cognitive  structures and new information to move to a new developmental stage.

  WHAT IT LOOKS LIKE IN THE CLASSROOM Teachers assess what students know and how they think Logical structures must be in place before inducing conflict

Piaget's Theory as Applied to  Educational Technology

  Students can use multimedia to: • learn • communicate understanding to others • create represenatations of knowledge • search for answers in larger contexts   Ideally: • Students become active participants  • The teacher takes on the role of facilitator • Students can teach other students • Knowledge is a byproduct of exploration  

Knowing reality means constructing systems of transformations that  correspond, more or less adequately, to  reality.

Piaget and Educational Technology Drill and Practice Software     example Math Blaster

Interactive Internet Activities     example WebQuests Student Produced Movies     example MovieMaker or    iMovie used to create 

Overuse/Misuse of PowerPoint     No Student Interaction     No Feedback

Graphic Mapping Software Inspiration / Kidspiration Blogs / Wikis / Google Docs Student Podcasts

Piaget Speaks On His Educational Theory