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learning_theories:stage_theory_of_cognitive_development [2011/03/04 12:28] jpetrovic [Bibliography] |
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 (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**. | + | 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. |