learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/05/05 15:28] jpetrovic [What is stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/08/16 14:43] jpetrovic [Bibliography] |
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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 the 1950s. This theory describes **development of cognitive processes** which are key to understanding, but also constrain of learning. According to Piaget, | + | Stage theory of cognitive development (also known as //developmental stage theory// or //genetic epistemology//(('Genetic' here refers to |
| + | the genesis and development of knowledge, not to biological heredity.))) 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 constrain of learning. According to Piaget, | ||
| * "//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.)) | * "//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.)) | ||
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| 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. | 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 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. | + | * **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. |
| * **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. | * **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-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. |
| 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. | 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. | ||
| - | Learning according to Piaget takes place through two processes: | + | Learning according to Piaget takes place through two processes: **absorbing** into the existing schemata (mental constructs which individuals use to organize and adapt to environment), and **accommodating** when schema change is required.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) |
| - | * **absorbing** into the existing schemata or mental constructs which individuals use to organize and adapt to environment, and | + | |
| - | * accommodating when schema change is required.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) | + | |
| Piaget was also concerned with the instructional methodology for children where he was a proponent of: | Piaget was also concerned with the instructional methodology for children where he was a proponent of: | ||
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| [[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. | [[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. | ||
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| + | [[http://books.google.hr/books?id=xCfeUdolvM4C|Mohan, Radha. Innovative Science Teaching: For Physical Science Teachers 3Rd Ed. PHI Learning Pvt. Ltd., 2007.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
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| - | Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001. | ||
| [[http://books.google.hr/books?id=3oI9AAAAIAAJ&printsec=frontcover&dq=The+essential+Piaget&hl=hr&ei=dUWlTZTZG8jGtAa7hY2TCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.]] | [[http://books.google.hr/books?id=3oI9AAAAIAAJ&printsec=frontcover&dq=The+essential+Piaget&hl=hr&ei=dUWlTZTZG8jGtAa7hY2TCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.]] | ||
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| + | Piaget, J. The Origins of Intelligence in Children. New York: International University Press. 1952. | ||
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| + | Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001. | ||
| Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. | Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. | ||
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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