learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/03/04 13:56] jpetrovic [Criticism] |
learning_theories:stage_theory_of_cognitive_development [2011/03/21 09:47] jpetrovic [Criticism] |
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| 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. | ||
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| * **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 led 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 led him to a conclusion as well as the conclusion, | ||
| + | * encourage him to learn with his peers | ||
| + | * 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. | ||
| ===== Criticism ===== | ===== Criticism ===== | ||
| 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**/**underestimating abilities of children** - 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**. | ||
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| [[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.]] | [[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.]] | ||
| + | [[http://projects.coe.uga.edu/epltt/index.php?title=Piaget%27s_Stages|Wood, Kay C., Smith, H. and Daurice Grossniklaus. Piaget's Stages of Cognitive Development.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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