Piagets Cognitive Stages of Development SECTIONS 1 AND

Piaget’s Cognitive Stages of Development SECTIONS 1 AND 2, HDFS 129 CODY GRIMM

How did Piaget Study? Piaget Studied his own children, and developed his Cognitive Developmental approach from these observations. We build our own version of the world

Processes of Development Schemes Organization Assimilation & Accommodation Disequilibrium

Schemes First step to building your own view in the world Your Newborn Brain=

Organization Refers to the organization of thought and behaviors into an overall category. DRIVING

Assimilation The use of your existing schemes to classify information. + =

Accommodation The adjustment of schemes to make room for new information. + =

Disequilibrium Is an imbalance of what’s understood and what’s encountered.

Cognitive Development Stages Sensorimotor 6 Stage Substages Preoperational 2 Stage Substages Concrete Formal Operational Stage

Sensorimotor Stage Lasts from birth to 2 years of life Infants begin to understand the world through use of movement and their senses

Substage 1: Simple Reflexes First month after birth Coordination comes from reflexive behaviors Rooting Sucking Actively structuring experiences

Substage 2: First Habits and Primary Circular Reactions Develops between 1 and 4 months Coordinates by two schemes: Habit Circular Reaction

Substage 3: Secondary Circular Reactions Develops More between 4 to 8 months object oriented Repetition due to consequences

Substage 4: Coordination of Secondary Circular Reactions Develops Infants between 8 and 12 months coordinate vision and touch, hand eyes Coordination of schemes

Substage 5: Tertiary Circular Reactions, Novelty, and Curiosity Develops Intrigued between 12 and 18 months by actions they can make happen Schemes develop further

Substage 6: Internalization of Schemes Develops Infants between 18 to 24 months are able to use primitive symbols Expression of events in simple ways

Sensorimotor: Errors Object The Permanence A-Not-B Error

Object Permanence The understanding that objects continue to exist even when they cannot be seen, heard, or touched. Infants most important accomplishment!

A-Not-B Error

Preoperational Stage Lasts from approximately 2 to 7 years of age Children begin to represent the world with words, images, and drawings—begin to form stable concepts and reasoning

Substage 1: Symbolic Function Occurs between 2 and 4 Ability to mentally represent objects that are not present Two activities within this stage: Egocentrism Animism

Substage 2: Intuitive Thought From about 4 to 7 years old Children begin to use primitive reasoning, and want to know the answers to A LOT of questions

Preoperational: Errors Centration Conservation Number Matter Length

Centration Is the key focus on one characteristics at the exclusion of all others Key concept for preoperational errors Conservation The awareness that altering a items basic appearance does not change the basic properties

Conservation: Number

Conservation: Matter

Conservation: Length

Concrete Operational Stage Lasts approximately from 7 to 11 years of age Children can operate concretely, and reason logically, as long as it can be applied to something specific.

Concrete Operational Continued Activities associated: Seriation Transitivity A B C

Formal Operational Stage Final Piagetian Stage Lasts approximately from 11 to 15 years of age Individuals move beyond concrete thought to more abstract and logical thinking.

Abstract, Idealistic, and Logical Thinking Quality of abstract thinking: “I began thinking about why I was thinking about what I was. Then I began thinking about why I was thinking about what I was. ” Extended thoughts about their own desires and what ideal characteristics they strive for Use of hypothetical-deductive reasoning

Adolescent Egocentrism Heightened self-consciousness, and the hope that others accept you simply by who you are. Adolescent Egocentrism falls into two categories Imaginary Personal Audience Fable

Imaginary Audience The feeling that one is the center of the stage Very present in early adolescents

Personal Fable Sense of personal uniqueness and invincibility Uniqueness No one truly understands them Invincibility Engagement in risky behavior

Summary