Piagets Cognitive Development Theory Piaget A Swiss psychologist

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Piaget’s Cognitive Development Theory

Piaget’s Cognitive Development Theory

Piaget A Swiss psychologist who lived from 1896 -1980 Most significant theorist when it

Piaget A Swiss psychologist who lived from 1896 -1980 Most significant theorist when it comes to adolescence Emphasizes how changes or growth in ways people know, understand, and think about the world affect behavior Proposed that all people pass in a fixed sequence through a series of universal stages

Four Stages of Cognitive Development Sensorimotor stage- birth to 2 years Preoperational stage- 2

Four Stages of Cognitive Development Sensorimotor stage- birth to 2 years Preoperational stage- 2 to 5 years Concrete operational stage- 6 to 12 years Formal operational stage- 12 to adulthood Movement from one stage to the next occurs when an individual reaches an appropriate level of physical maturation and is exposed to relevant experiences

Schemes Organized mental patterns that represent behaviors and actions In older children in adolescence,

Schemes Organized mental patterns that represent behaviors and actions In older children in adolescence, the schemes become more sophisticated and abstract Piaget suggested two principles underlie the growth and schemes: assimilation and accommodation

Assimilation The process by which people understand an experience in terms of their current

Assimilation The process by which people understand an experience in terms of their current stage of cognitive development and way of thinking For example, Juno used a hamburger phone and if she purchased a new mobile phone, she may have trouble texting and calling on it. She will be able to figure it out because it is similar to her previous scheme of operating mobile phones.

“WTF HAMBURGER PHONE? !”

“WTF HAMBURGER PHONE? !”

Accommodation Changes in existing ways of thinking that occur in response to encounters with

Accommodation Changes in existing ways of thinking that occur in response to encounters with new stimuli or events For example, because Juno’s phone has new features like adding contacts and sending text messages, she may have difficulty using it at first, so she will have to accommodate by reading instruction manual.

Formal Operational Stage Ages 12 to adulthood People develop the ability to think abstractly

Formal Operational Stage Ages 12 to adulthood People develop the ability to think abstractly Consider problems in the abstract rather than only in concrete terms Tests their understanding by carrying out basic experiments on problems and situations

Formal Operational Stage Hypotheticodeductive reasoning- adolescents start with a general theory about what produces

Formal Operational Stage Hypotheticodeductive reasoning- adolescents start with a general theory about what produces a particular outcome and then deduce explanations for specific situations in which they see that particular outcomes 1. Use your experience: Consider the problem and try to make sense of it. Gather data and look for previous explanations. If this is a new problem to you, then move to step 2. 2. Form a hypothesis: When nothing else is yet known, try to state an explanation to someone else, or to your notebook. 3. Deduce predictions from the hypothesis: if you assume 2 is true, what consequences follow? 3 4. Test: Look for evidence (observations) that conflict with these predictions in order to disprove 2. It is a logical error to seek directly as proof of 2.

Formal Operational Stage Propositional thought- reasoning that uses abstract logic in the absence of

Formal Operational Stage Propositional thought- reasoning that uses abstract logic in the absence of concrete examples For example: Pink is a girl color (premise) That person is wearing pink (premise) Therefore, that person is a girl (conclusion)

Inconsistencies of Formal Operational Stage Adolescents are cognitively lazy, relying on intuition and mental

Inconsistencies of Formal Operational Stage Adolescents are cognitively lazy, relying on intuition and mental shortcuts rather than formal reasoning Culture differences affect adolescents (SES)

Consequences for Using FO Leads to change in every day behavior May lead them

Consequences for Using FO Leads to change in every day behavior May lead them to question parents and other authority figures Advances in abstract thinking leads to greater idealism making adolescents impatient with institutions such as schools or governments They may become more argumentative and indecisive

Evaluation of Piaget’s Approach Piaget suggests that cognitive development proceeds in universal, step-like advances

Evaluation of Piaget’s Approach Piaget suggests that cognitive development proceeds in universal, step-like advances that occur at particular stages The notion of stages proposed by Piaget suggests that cognitive abilities do not grow gradually or smoothly. Instead, by relatively rapid shifts from one stage to the next. Because of the nature of the task Piaget employed to measure cognitive abilities, critics suggest that he underestimated the age at which certain capabilities emerge.

Evaluation of Piaget’s Approach Piaget had a relatively narrow view of what is meant

Evaluation of Piaget’s Approach Piaget had a relatively narrow view of what is meant by thinking and knowing. Some developmentalists have argued that formal operations do not represent the epitome of thinking and that more sophisticated forms of thinking do not actually emerge until early adulthood.

Clip Time http: //www. imdb. com/video/imdb/vi 2811429145/

Clip Time http: //www. imdb. com/video/imdb/vi 2811429145/

Characters

Characters

Formal Operational “Development of logical and abstract thinking. ” (pg. 78) 12 years of

Formal Operational “Development of logical and abstract thinking. ” (pg. 78) 12 years of age until adulthood (25 Years of Age) “All stages of cognitive development do not emerge suddenly”(pg. 79)

Assimilation Forms a scheme based on what you already know Take in new information

Assimilation Forms a scheme based on what you already know Take in new information and incorporate them into our perceived schemas/ beliefs.

Juno & Mark Juno’s perception of love is defined by the relationships around her.

Juno & Mark Juno’s perception of love is defined by the relationships around her. Leah and boyfriend vs. Mark and Vanessa “It’s got nothing to do with it. Vanessa and I aren’t in love anymore. ” –Mark “ Well you were in love when you married her! And if you ‘re in love once you can be in love again. Like my friend Leah who’s been with the same guy like, four different times. You’re just not trying hard enough. ” -Juno

Students perception of Pregnancy & Sex is Skewed “Did you hear Juno Mc. Guff

Students perception of Pregnancy & Sex is Skewed “Did you hear Juno Mc. Guff is pregnant? ” –Vijay “Yep. ” –Bleeker “Just like our moms and teachers!” -Vijay

“I thought I might, you know, nip it in the bud before it gets

“I thought I might, you know, nip it in the bud before it gets worse. Because I heard in health class that pregnancy often results in an infant. ” –Juno “ Yeah, typically. That’s what happens when our moms and teachers get pregnant. ” -Bleeker

Accommodation • Altering ones existing schemas and ideas as a result of new information

Accommodation • Altering ones existing schemas and ideas as a result of new information and experiences.

Juno and her options When Juno realized that her options don’t consist of simply

Juno and her options When Juno realized that her options don’t consist of simply abortion or suicide.

Adoption Juno realizes that she has other options when Su -Chin gives her new

Adoption Juno realizes that she has other options when Su -Chin gives her new information on the growth process of the child inside of Juno.

Help from Parents Juno’s parents do not react as though she originally thought. Debt

Help from Parents Juno’s parents do not react as though she originally thought. Debt or legal needs Vs Pregnancy

Sexually Active Term is not properly discussed with kids. “What does that even mean?

Sexually Active Term is not properly discussed with kids. “What does that even mean? Can I deactivate someday, or is this a permanent state of being? I guess Bleeker went live that night we did it…that’s why he got that look on his face. ” -Juno

Intervention

Intervention

Comprehensive Sex Education Program Start young Sex education is a life skill and not

Comprehensive Sex Education Program Start young Sex education is a life skill and not just a week long crash course

Comprehensive Sex Education Program Comprehensive If pregnancy is a problem, preaching abstinence won’t help

Comprehensive Sex Education Program Comprehensive If pregnancy is a problem, preaching abstinence won’t help Learn about abstinence, condoms, pills, shots, etc. Learn they have options so they can be safe

Comprehensive Sex Education Program Learn what students believe vs. reality Daily anonymous drop box

Comprehensive Sex Education Program Learn what students believe vs. reality Daily anonymous drop box for questions Debunking myths Pulling out doesn’t work, virgins can get pregnant on first time, etc.

Comprehensive Sex Education Program Environment Educator will be trained in the field Comfortable teacher=Comfortable

Comprehensive Sex Education Program Environment Educator will be trained in the field Comfortable teacher=Comfortable students Nonthreatening presentation of information will lead to more open acceptance

Why we chose this style of intervention Comprehension is key Education, not prevention Abstinence?

Why we chose this style of intervention Comprehension is key Education, not prevention Abstinence? Yeah, right. Biology classes are good, but aren’t enough Lessons throughout childhood are key Personal experiences

Connecting it to Piaget Start young!! Why you say? ? According to Piaget we

Connecting it to Piaget Start young!! Why you say? ? According to Piaget we have learned that through the educational years we go through three important Operational Stages Preoperational Stage Concrete Operational Stage Formal Operational Stage

Comprehensive We are moving from concrete and specific to now abstract concepts Yet now

Comprehensive We are moving from concrete and specific to now abstract concepts Yet now we all know this abstract concept is still developing till the age of 25 Ground floor of understanding

Debunking Myths What we believe may be common knowledge or an outrageous claim Is

Debunking Myths What we believe may be common knowledge or an outrageous claim Is something that all the children really believe is true

How We Learn

How We Learn

Finish

Finish