4 - theories of cognitive development

4 theories of - Piaget's Theory 20:28 View of Children's Nature From birth onward they are active mentally as well as physically and that their

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Piaget’s Theory 20:28 View of Children’s Nature From birth onward they are active mentally as well as physically, and that their  activity greatly contributes to their own development o Constructivist: Depicts children as constructing knowledge for themselves  in response to their experiences  Children are intrinsically motivated to learn and do not need rewards from  adults to do so  Central Development Issues Nature and Nurture o Nature and nurture interact to produce cognitive development  Nurture includes not just the nurturing provided by parents and other  caretakers but every experience the child encounters Nature includes the child’s maturing brain and body  Adaptation: Tendency to respond to the demands of the  environment in ways that meet one’s goals Organization: Tendency to integrate particular observations into  coherent knowledge  Sources of Continuity o Assimilation: Process by which people translate incoming information into  a form that they can understand  o Accommodation: Process by which people adapt current knowledge  structures in response to new experiences  o Equilibration: Process by which people balance assimilation and  accommodation to create stable understanding  Equilibrium: Children are satisfied with their understanding of a  phenomenon Disequilibrium: Children perceive that their understanding is  inadequate Sources of Discontinuity o Central properties of Piaget’s stage theory Qualitative change: Children of different ages think in qualitatively  different ways 
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Broad applicability: The type of thinking characteristic of each stage  influences children’s thinking across diverse topics and contexts Brief transitions: Children fluctuate between the type of thinking  characteristic of the new, more advanced stage and the type of thinking  characteristic of the old, less advanced one Invariant sequence: Everyone progresses through the stages in the  same order and never skips a stage o In each stage, children exhibit new abilities that allow them to understand  the world in qualitatively different ways  Sensorimotor stage (birth to 2 years): Infants’ intelligence develops,  and is expressed, through their sensory and motor abilities  Preoperational stage (2 to 7 years): Able to represent their experiences  in language and mental imagery  Concrete operational stage (7 to 12 years): Children can reason  logically about concrete objects and events  Formal operational stage (12 years and beyond): Children can think  deeply about concrete events and about abstractions and purely  hypothetical situations 
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 11/16/2010 for the course PSYC 355 taught by Professor Staff during the Fall '08 term at Maryland.

Page1 / 10

4 theories of - Piaget's Theory 20:28 View of Children's Nature From birth onward they are active mentally as well as physically and that their

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online