Natalia Ulloa Cognitive Theory Jean Piaget (1896 - 1980) Strengths was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. Jean Piaget viewed intellectual growth as a process of adaptation (adjustment) to the world. This happens through:.Assimilation: which is using an existing schema to deal with a new object or situation.Accommodation: this happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.Equilibration: equilibrium is occurs when a child's schemas can deal with most new information through assimilation.

However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). Processes that enable the transition from one stage to another Sensorimotor - 0 - 2 yrs. / Object Permanence / Blanket & Ball Study Preoperational - 2 - 7 yrs. / Egocentrism / Three Mountains Concrete operational - 7 – 11 yrs. / Conservation / Conservation of Number Formal operational 11yrs + / Manipulate ideas in head / Pendulum Task Cognitive Stage of Development/Key Feature/Research Study.The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children. He was an inspiration to many who came after and took up his ideas.His ideas have been of practical use in understanding and communicating with children, particularly in the field of education (Discovery Learning).

The goal of the theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

Piaget's Theory Differs From Others In Several Ways: -It is concerned with children, rather than all learners.It focuses on development, rather than learning per se.It proposes discrete stages of development, marked by qualitative differences. There Are Three Basic Components To Piaget's Cognitive Theory: 1.Schemas (building blocks of knowledge) 2.Processes that enable the transition from one stage to another (equilibrium, assimilation and accommodation). 3.Stages of development (sensorimotor, preoperational, concrete operational, formal operational). Schemas Piaget called the schema the basic building block of intelligent behavior – a way of organizing knowledge. Indeed, it is useful to think of schemas as “units” of knowledge, each relating to one aspect of the world, including objects, actions and abstract concepts. When a child's existing schemas are capable of explaining what it can perceive around it, it is said to be in a state of equilibrium.

A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations. The assumption is that we store these mental representations and apply them when needed. For example, a person might have a schema about buying a meal in a restaurant. The schema is a stored form of the pattern of behavior which includes looking at a menu, ordering food, eating it and paying the bill. This is an example of a type of schema called a 'script'. Whenever they are in a restaurant, they retrieve this schema from memory and apply it to the situation.

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The schemas Piaget described tend to be simpler than this - especially those used by infants. He described how - as a child gets older - his or her schemas become more numerous and elaborate. They have had much opportunity to experience the world. Stages of Development A child's cognitive development is about a child developing or constructing a mental model of the world. Piaget studied children from infancy to adolescence, and carried out many of his own investigations using his three children. Piaget believed that children think differently than adults and stated they go through 4 universal stages of cognitive development.

Each child goes through the stages in the same order, and no stage can be missed out - although some individuals may never attain the later stages. There are individual differences in the rate at which children progress through stages. Piaget did not claim that a particular stage was reached at a certain age - although descriptions of the stages often include an indication of the age at which the average child would reach each stage.

Piaget believed that these stages are universal. Educational Implications Piaget did not explicitly relate his theory to education, although later researchers have explained how features of Piaget's theory can be applied to teaching and learning. Because Piaget's theory is based upon biological maturation and stages, the notion of 'readiness' is important.

Readiness concerns when certain information or concepts should be taught. According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage cognitive development. Within the classroom learning should be student centered, accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition. Weaknesses.Are the stages real? Vygotsky and Bruner would rather not talk about stages at all, preferring to see development as continuous. Some studies have shown that progress to the formal operational stage is not guaranteed.Because Piaget concentrated on the universal stages of cognitive development and biological maturation, he failed to consider the effect that the social setting and culture may have on cognitive development.As several studies have shown Piaget underestimated the abilities of children because his tests were sometimes confusing or difficult to understand (e.g.

Martin Hughes, 1975).Piaget carried out his studies with a handful of participants – in the early studies he generally used his own children (small / biased sample).