This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
learning_theories:stage_theory_of_cognitive_development [2011/02/04 12:20] jpetrovic [Keywords and most important names] |
learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:15] jpetrovic [What is stage theory of cognitive development?] |
||
---|---|---|---|
Line 4: | Line 4: | ||
===== 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**. |
===== 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. | ||
Line 44: | Line 44: | ||
* **Sensorimotor stage**, **preoperational stage**, **preoperational stage**, **formal operations**, **cognitive development** | * **Sensorimotor stage**, **preoperational stage**, **preoperational stage**, **formal operations**, **cognitive development** | ||
+ | * [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] | ||
===== Bibliography ===== | ===== Bibliography ===== | ||
Line 52: | Line 53: | ||
[[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. |