Developmental Psychology Piaget's Theory

Front 1

Piaget changed the idea of the child from

Back 1

a passive vessel to an active constructor of knowledge

Front 2

Piaget's four stages of development

Back 2

sensorimotor, preoperational, concrete operational, formal operational

Front 3

Sensorimotor birth - 2 years

Back 3

sensory and motor coordination; object permanence

Front 4

preoperational 2 - 7 years

Back 4

language and symbolic representation; egocentric world view; pretend play

Front 5

concrete operational 7 - 11 years

Back 5

solving concrete problems with logic; organisation of objects into hierarchies; concrete thinking

Front 6

formal operational 11 years onwards

Back 6

systematic solving of real and hypothetical problems using abstract thought and symbols

Front 7

Progress between stages via

Back 7

direct learning, social transmission, physical maturation

Front 8

Piaget's direct learning

Back 8

Individual actively responds to new problems using schemas, assimilation, accommodation and adaptation

Front 9

Schema

Back 9

Systematic pattern of thoughts, actions, or strategies that provides an organised structure for making sense of the world. Innate schemas: simple patterns of reflexes

Front 10

Assimilation

Back 10

Interpret/respond to new situation in terms of an existing schema

Front 11

Accommodation

Back 11

Change existing schema when faced with new information that doesn’t fit

Front 12

Adaptation

Back 12

Integration of assimilation and accommodation

Front 13

Social Transmission

Back 13

Thinking is influenced by learning from others via Social contact and Observation

Front 14

Physical Maturation

Back 14

Biologically determined changes in physical and neurological development allow change. Occurs mainly independently of experience

Front 15

According to Piaget Cognitive development =

Back 15

increase in amount of information known and differences in manner of thinking

Front 16

According to Piaget, the beginnings of cognition are

Back 16

Sensory perceptions and Motor actions

Front 17

Knowledge comes from

Back 17

action, and eventually is action, rather than stored information

Front 18

Two trends in infant cognition

Back 18

Trend to symbolic thinking Trend to form schemas

Front 19

Symbolic Thinking

Back 19

Initially: need see/touch object to understand it. Eventually: mentally represent object. This ability marks the end of infancy

Front 20

Forming Schemas

Back 20

Initially: reflexive grasping and sucking motions. Eventually: internal mental concepts and ideas. Later become operations, logical rules

Front 21

Object Permanence
The knowledge that an object continues to exist when out of sight, and separately from the infant’s actions

Back 21

Present object, then hide . Before Stage 4, infants lose interest in toy. By Stage 4, infants will look briefly for it, Look more if some of object is visible. By Stage 6, infants will persist in looking for object even if they didn’t witness its hiding - believe it still exists

Front 22

Six Sensorimotor stages

Back 22

1. early reflexes; 2. primary circular reactions; 3. secondary circular reactions; 4. combined secondary circular reactions; 5. tertiary circular reactions; 6. tertiary circular reactions

Front 23

Sensorimotor Stage One, Early reflexes (0-1 month)

Back 23

Some reflexes remain involuntary ; Some are modified in response to experience; Reflexes provide repertoire from which to develop more complex skills and schemas

Front 24

Sensorimotor Stage Two, Primary circular reactions (1-4 months)

Back 24

Infant begins to develop action schemes; Reflexive schemes incorporate experience; some perception is intentional; senses begin to be co-ordinated; Infant often repeats rewarding action schemes over and over; focused on infant’s own body

Front 25

Sensorimotor Stage Three, Secondary circular reactions (4-8 months)

Back 25

Behaviours become focused on outside objects/events; Procedures repeated endlessly; Infant uses existing motor schemas even more extensively than before; Infant begins to combine schemas, at first accidentally, then deliberately

Front 26

Sensorimotor Stage Four, Combined secondary circular reactions (8-12 months)

Back 26

Infants intentionally choose schema to achieve a goal; Begin to acquire object permanence; Make A-not-B search error; Continually encounter limitations to their schemas leads to gradually accommodate schemas; Begin to approximately imitate others’ behaviour

Front 27

Sensorimotor Stage Five, Tertiary circular reactions (12-18 months)

Back 27

Infants begin to distinguish between self and the outside world; Deliberately vary schemas for achieving interesting goals; Experimentation leads to more advanced understanding of object permanence: accurate A-not-B search; Infants use trial-and-error rather than systematic planning or testing; Very interested in novel objects and events

Front 28

Sensorimotor Stage Six
Tertiary circular reactions (18-24 months)

Back 28

Transitional period between sensorimotor and pre-operational stages; Previously practised motor schemas begin to occur symbolically; Problems solved systematically with prior thought; True object permanence is achieved; Representational ability leads to development

Front 29

Piaget and Education

Back 29

education means making creators. . . . You have to make inventors, innovators—not conformists

Front 30

Piaget believed in two basic principles relating to moral education:

Back 30

that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, "the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary" (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.

Front 31

Piaget's theory of morality was radical when his book, The Moral Judgment of the Child, was published in 1932

Back 31

for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.

Front 32

Parents, teachers etc social transmission

Back 32

unequal power, assymetrical relationship, so knowledge shared is fixed

Front 33

Peers, friends

Back 33

cooperative, symmetrical relationships, allow young person to exchange intellectual ideas and defend their own ideas

Front 34

Reconstruction of knowledge

Back 34

cooperative relations allow open and flexible knowledge regulated by the logic of the argument rather than being determined by external authority