learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:19] jpetrovic [General] |
learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:38] 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**. This is not a learning theory, yet it describes development of thought processes which are key to understanding of learning. | + | Stage theory of cognitive development (also known as //developmental stage theory//) was introduced by Swiss 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. It should also be used to accommodate teaching methods to the current development phase. |
| ===== What is stage theory of cognitive development? ===== | ===== What is stage theory of cognitive development? ===== | ||
| - | Piaget has divided human cognitive development into **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. Ages describing when which stage occurs are the average values. |
| * **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. | * **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. | ||
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| Implications of Piaget's theory on the learning process address respecting the stage of the cognitive development of a child and adjusting teaching expectations to it. Suggestions for this are the following: | Implications of Piaget's theory on the learning process address respecting the stage of the cognitive development of a child and adjusting teaching expectations to it. Suggestions for this are the following: | ||
| - | * **Sensorimotor stage** - 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**. |
| - | * **Preoperational stage** - Children can now **actively** engage in **learning and exploring**. | + | * **Preoperational stage** - children can now **actively** engage in **learning and exploring**. |
| - | * **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. | + | * **Preoperational stage** - learning in this stage is facilitated through an opportunity to ask **questions** and get **explanations** which allow learner to mentally manipulate information. |
| - | * **Formal operations** - Teaching the adolescent expands in its dimensions as he is able to consider many possibilities from **several perspectives**. | + | * **Formal operations** - teaching the adolescent expands in its dimensions as he is able to consider many possibilities from **several perspectives**. |
| Piaget's theory also suggests that teachers should **value child's cognitive processes** which lead him to a conclusion as well as the conclusion, **encourage** him to learn for himself, but always **respect his current stage** in cognitive development and not make forced steps forward. What should also be taken into consideration is that although all children go through the same steps during their development, that do it at different rates. Educational process should therefore be more **focused on individuals and small groups** within a class than to the class as a whole unit. | Piaget's theory also suggests that teachers should **value child's cognitive processes** which lead him to a conclusion as well as the conclusion, **encourage** him to learn for himself, but always **respect his current stage** in cognitive development and not make forced steps forward. What should also be taken into consideration is that although all children go through the same steps during their development, that do it at different rates. Educational process should therefore be more **focused on individuals and small groups** within a class than to the class as a whole unit. | ||
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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