learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/04/11 09:41] jpetrovic [General] |
learning_theories:stage_theory_of_cognitive_development [2011/04/11 14:02] jpetrovic [Bibliography] |
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| * **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. | * **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-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. | * **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]])) | ((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) | ||
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| ===== 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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| 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. | ||
| ===== Criticism ===== | ===== Criticism ===== | ||
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| + | One of the criticisms of Piaget's theory lies on the fact that nor him or coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development. | ||
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| + | Still, as a border between preoperational period and operational period Piaget suggested conservation experiments. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational period should realize both glasses hold equal amount of liquid. | ||
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| + | According to Piaget's theory, the crossing between the stages cannot be overcome with any training, yet a number of experiments((For details see: )) | ||
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| Various criticisms of Piaget's work include: | Various criticisms of Piaget's work include: | ||
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| * [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] | * [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] | ||
| ===== Bibliography ===== | ===== Bibliography ===== | ||
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| + | [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]] | ||
| [[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://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. | ||
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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