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learning_theories:stage_theory_of_cognitive_development [2011/02/04 09:24] jpetrovic [What is stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/02/04 10:25] jpetrovic [Criticism] |
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Piaget has divided human cognitive development in **four stages**: sensorimotor, preoperational, concrete, and formal, as they are described below. | Piaget has divided human cognitive development in **four stages**: sensorimotor, preoperational, concrete, and formal, as they are described below. | ||
- | * **Sensorimotor stage** (birth to 2 years): In this stage cognitive system of an infant is limited to **motor reflexes**, but also some more complex procedures built on those reflexes. Infant **interacts with the environment** and learns to understand the world. Learning takes place through **absorbing into the existing schema** and accommodating when schemata change is required. | + | * **Sensorimotor stage** (birth to 2 years): In this stage cognitive system of an infant is limited to **motor reflexes**, but also some more complex procedures built on those reflexes. Infant interacts with the environment and **learns to understand the world**. Learning takes place through **absorbing into the existing schema** and accommodating when schemata change is required. |
* **Preoperational stage** (2 to 6/7 years): Children now **develop language** and **mental imagery skills**, but still cannot conceptualize abstractly and don't have sense of time. A child can now think about events and things that aren't present in the moment of speaking. He can **see the world** only from **his perspective** and assumes other do so as well. Teaching a child in this stage must take into account his not fully understand concepts of time phenomenon. | * **Preoperational stage** (2 to 6/7 years): Children now **develop language** and **mental imagery skills**, but still cannot conceptualize abstractly and don't have sense of time. A child can now think about events and things that aren't present in the moment of speaking. He can **see the world** only from **his perspective** and assumes other do so as well. Teaching a child in this stage must take into account his not fully understand concepts of time phenomenon. | ||
* **Concrete operations** (6/7 to 11/12 years): Children in this stage of development are able to analyze more perspectives simultaneously. Much of learning if performed through assimilation. Although they can **understand concrete problems**, according to Piaget they still **cannot analyze abstract problems** and all of their logical consequences. | * **Concrete operations** (6/7 to 11/12 years): Children in this stage of development are able to analyze more perspectives simultaneously. Much of learning if performed through assimilation. Although they can **understand concrete problems**, according to Piaget they still **cannot analyze abstract problems** and all of their logical consequences. | ||
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===== What is the practical meaning of stage theory of cognitive development? ===== | ===== What is the practical meaning of stage theory of cognitive development? ===== | ||
- | * Teaching an infant in this stage should be orientated on its sensorimotor system. | + | * **Sensorimotor stage** - Teaching an infant in this stage should be orientated on its sensorimotor system. |
- | * Children can now actively engage in learning and exploring. | + | * **Preoperational stage** - Children can now actively engage in learning and exploring. |
- | * Learning in this stage is facilitated through an opportunity to ask questions and get explanations which allow learner to mentally mentally manipulate information. | + | * **Preoperational stage** - Learning in this stage is facilitated through an opportunity to ask questions and get explanations which allow learner to mentally mentally manipulate information. |
- | * Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives. | + | * **Formal operations** - Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives. |
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+ | ===== Criticism ===== | ||
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+ | Various criticisms of Piaget's work include: | ||
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+ | * Oversimplification of stages - it has been shown that with help of training program children can learn some concepts even before reaching a particular stage. Piaget's stages are therefore not as distinct as he assumed. | ||
+ | * Overlooking the effects of the students' cultural and social groups - depending on social and cultural environment different aspects of childs development may be more or less valued than by Piaget. | ||
+ | * Unscientific methods - Piaget based his conclusions on observations of a rather small number of children who do not necessarily form a statistically representative sample. | ||
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+ | Piaget's research methods were one of the main cause of criticism to his work, since he used a rather source sample composed of his own three children and children of | ||
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+ | "The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable." (Lourenco & Machado, 1996, p. 143) | ||
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+ | Lourenço, O.; Machado, A. (1996). "In defense of Piaget's theory: A reply to ten common criticisms" | ||
===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||