learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/04/08 16:11] jpetrovic [General] |
learning_theories:stage_theory_of_cognitive_development [2011/04/08 16:58] jpetrovic [General] |
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| ===== General ===== | ===== General ===== | ||
| - | 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 1950s. This theory describes development of thought processes which are key to understanding of learning. | + | 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.//"(()) | ||
| ===== What is stage theory of cognitive development? ===== | ===== What is stage theory of cognitive development? ===== | ||
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| * **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 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 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** (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**, 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 operations** (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 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. |
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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