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 [2011/03/04 13:50] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:57] jpetrovic [What is stage theory of cognitive development?] |
||
---|---|---|---|
Line 9: | Line 9: | ||
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. | 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.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) |
* **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 31: | Line 31: | ||
* **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. | ||
+ | * **Underestimating abilities of children** | ||
* **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. | * **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 method** - 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**. |