learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/03/04 14:01] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/04/11 13:38] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
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| ===== General ===== | ===== General ===== | ||
| - | 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 adapt teaching methods to the current learner's development phase. | + | Stage theory of cognitive development (also known as //developmental stage theory// or //genetic epistemology//) was introduced by Swiss child psychologist [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] in the 1950s. This theory describes **development of cognitive processes** which are key to understanding, but also constrains of learning. According to Piaget, |
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| + | * "//Learning is no more than a sector of cognitive development that is facilitated by experience.//"((Piaget, J. Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 1). New York: Wiley, 1970.)) | ||
| ===== 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. Ages describing when which stage occurs are the average values. | + | In 1947((Piaget, J. The Psychology of Intelligence. 1947.)) Piaget has first introduced his **four stages** of human cognitive development: 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.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) | + | * **Sensorimotor period** (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, **learns to understand the world** and is acquiring the capacity for internalized thinking. 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 period** (2 to 7 years): Children now **develop language** and **mental imagery skills**, but still cannot conceptualize abstractly and don't have sense of time. Intelligence becomes less egocentric and more socialized. 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-operational period** (7 to 11 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** and develop reasoning skills, according to Piaget they still **cannot analyze abstract problems** and all of their logical consequences. |
| - | * **Formal operations** (11/12 to adolescence) : Piaget claims that the **final form of cognition** is reached in this stage. Abstract thinking capabilities in this stage are very similar to ones of adults. individual at this stage is also capable of **hypothetical and deductive reasoning**. This is supposed to be the final stage of cognitive development and although the knowledge base of an individual is still to be expanded, his thinking capabilities are now as strong as they would get. | + | * **Formal-operational period** (11 to adolescence) : Piaget claims that the **final form of cognition** is reached in this stage. Abstract thinking capabilities in this stage are very similar to ones of adults. Individual at this stage is also capable of **hypothetical and deductive** but also **reflective and analytical reasoning skills**. This is supposed to be the final stage of cognitive development and although the knowledge base of an individual is still to be expanded, his thinking capabilities are now as strong as they would get. |
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| + | ((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) | ||
| ===== What is the practical meaning of stage theory of cognitive development? ===== | ===== What is the practical meaning of stage theory of cognitive development? ===== | ||
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| + | The importance of the Piaget's stage model are the constrains that stage of cognitive development sets on learning. These constrains mean that what can be learned depends on the current developmental stage. One should be taught to apply developed cognitive structures to new material, but to learn new strategies first the related cognitive structure has to evolve. | ||
| Piaget's theory suggests that in order to make learning effective, learner's stage of the cognitive development needs to be taken into account. General suggestions for adopting teaching methods to the four stages of development are following: | Piaget's theory suggests that in order to make learning effective, learner's stage of the cognitive development needs to be taken into account. General suggestions for adopting teaching methods to the four stages of development are following: | ||
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| Piaget's theory also suggests that teachers should | Piaget's theory also suggests that teachers should | ||
| - | * value child's cognitive processes** which led him to a conclusion as well as the conclusion, | + | * 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 with his peers | ||
| * encourage him to learn for himself, but always | * encourage him to learn for himself, but always | ||
| - | * respect his current stage** in cognitive development and not make forced steps forward. | + | * 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. | 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. | ||
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| 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 in some cases 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. | + | |
| * **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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| ===== Bibliography ===== | ===== Bibliography ===== | ||
| - | [[http://penta.ufrgs.br/edu/telelab/3/piaget%27s.htm|Redes de Computadores e suas aplicações na Educação - Piaget's Stage Theory of Development.]] | + | [[http://penta.ufrgs.br/edu/telelab/3/piaget%27s.htm|Redes de Computadores e suas aplicações na Educação - Piaget's Stage Theory of Development.]] Retrieved March 21, 2011. |
| - | [[http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm|University of Hawaii - Honululu Community Coledge - PIAGET'S COGNITIVE STAGES.]] | + | [[http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm|University of Hawaii - Honululu Community Coledge - PIAGET'S COGNITIVE STAGES.]] Retrieved March 20, 2011. |
| - | [[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.]] Retrieved March 21, 2011. |
| - | [[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.]] Retrieved March 21, 2011. |
| - | [[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.]] | + | [[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.]] Retrieved March 11, 2011. |
| ===== Read more ===== | ===== Read more ===== | ||
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