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learning_theories:stage_theory_of_cognitive_development [2011/02/04 11:12] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:19] jpetrovic [General] |
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===== General ===== | ===== General ===== | ||
- | Stage theory_of_cognitive development was introduced by child psychologist [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] in 19s. This theory describes **cognitive development in context of age**. | + | Stage theory of cognitive development (also known as //developmental stage theory//) was introduced by child psychologist [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] in 1950s. This theory describes **cognitive development in context of age**. This is not a learning theory, yet it describes development of thought processes which are key to understanding of learning. |
===== What is stage theory of cognitive development? ===== | ===== What is stage theory of cognitive development? ===== | ||
- | 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 into **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 schema 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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Various criticisms of Piaget's work include: | Various criticisms of Piaget's work include: | ||
- | * 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. | + | * **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. | + | * **Overlooking the effects of the students' cultural and social groups** - depending on social and cultural environment different aspects of child's 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. | + | * **Unscientific method** - Piaget based his conclusions on observations of a rather small number of children who do **not** necessarily form **a statistically representative sample**. |
+ | It is often considered that Piaget's **experiments weren't designed carefully enough** to exclude other explanations, that he offered to **little evidence** for his theory and that he didn't address important questions like **social and motivational influences** on cognitive development. | ||
- | ===== Keywords and most important names ===== | ||
+ | ===== Keywords and most important names ===== | ||
+ | * **Sensorimotor stage**, **preoperational stage**, **preoperational stage**, **formal operations**, **cognitive development** | ||
+ | * [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] | ||
===== Bibliography ===== | ===== Bibliography ===== | ||
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[[http://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html|Stage Theory of Cognitive Development (Piaget) at Learning Theories.]] | [[http://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html|Stage Theory of Cognitive Development (Piaget) at Learning Theories.]] | ||
- | [[http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm|Mental Development and Education.]] | + | [[http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm|Edwards, L., Hopgood, J., Rosenberg, K. and Kymberley Rush. Development, Learning and inclusive Teaching: Mental Development and Education.]] |
===== Read more ===== | ===== Read more ===== | ||
+ | |||
+ | Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001. | ||
+ | |||
+ | Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977. | ||
Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. | Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. |