Chapter 6_PIAGET’S THEORY OF INTELLECTUAL DEVELOPMENT_Test 2 Flashcards
PIAGET’S THEORY OF INTELLECTUAL DEVELOPMENT
Stage theory that purports a universal sequence.
Each stage represents a qualitatively different way of viewing the world.
STAGES
B-2 Sensorimotor
2-5/7 Preoperational
5/7-11 Concrete Operational
11+ Formal Operational
Sensorimotor Stage
Birth-2 years
Focus on action, objects, and events
Coordination of the Senses and Body movements.
Six stages (substages) of Sensorimotor Growth
Sensorimotor: Stage I
B- 1mo Activating Reflexes
Infant exercises the ready-made sensorimotor schemes (reflexes)
Major reflexes: Grasping, Sucking, Orienting
Leads to formation of organized patterns of behavior.
Sensorimotor: Stage II
1mo - 4mo Primary Circular Reactions
Body-centered repetitive movements
Begins to combine and coordinate schemes
Sensorimotor: Stage III
4mo - 8mo Secondary Circular Reactions Object-centered repetitive movements First attempts to control and manipulate objects “magical period” Primitive signs of Object Permanence
Sensorimotor: Stage IV
8mo - 12mo Coordination of Secondary Schemes
Combine schemes to achieve goal
Causality, mean-end relations, intentionality
First “intelligent” behavior
Object Permanence
AnotB Error
Sensorimotor: Stage V
12mo - 18mo Tertiary Circular Reactions New schemes evolve to achieve goals Focus of Properties of Objects Systematic exploration “little scientist” Object Permanence Cannot deal with invisible displacements
Sensorimotor: Stage VI
18mo - 24mo Invention of New Means through Mental Combinations Beginning of mental representations Child makes first inferences Transition to Preoperational Stage Object Permanence Complete understanding
Summary of Sensorimotor
I B-1mo Activating reflexes
II 1-4mo Primary Circular Reactions
III 4-8mo Secondary Circular Reactions
IV 8-12mo Coordination of Secondary Schemes
V 12-18mo Tertiary Circular Reactions
VI 18-24mo Invention of New Means through Mental Combinations
Limitations of Piaget
Age Inaccuracies Piaget underestimates abilities Object Permanence Motor Limitations Memory Limitations Motivational Limitations
2-5/7 Preoperational Stage
Symbolic Representation Identity Permanence: Functional Relationships / Transductive Reasoning Egocentrism Lack of Conservation Skills:
Symbolic Representation
Make something stand for something else that is not immediately present
Identity Permanence:
Changes in the properties of an object does not necessarily change the identity of the object
Functional Relationships / Transductive Reasoning
Changes in one object are often associated with changes in another object.
Egocentrism
Inability to take another person’s perspective
Lack of Conservation Skills:
Thinking is irreversible, state bound, and centers on single variable
Conservation task
Step 1: the child agrees that there is the same amount of water in cup A and cup B
Step 2: The child observes as the water from cup B is poured into cup C, which is shaped differently
Step 3: The child is asked if beakers A and C have the same amount of water
Concrete Operational Stage
In the relm of reality Mental Manipulation of Symbols Must have Real World Reference Uses Inductive Reasoning Conservation: Able to Solve Conservation Tasks.
Mental Manipulation of Symbols
Uses a variety of mental operations to think about changes: Reversibility, Compensation, Negation, Addition, etc.
Horizontal Decalage
While the roots of the conversation skills are there, it takes further experience to fill out that particular blue print while some areas show up for all conversation skills to show up you need real world experience
Must have Real World Reference
Must have observed the operations in some form
Uses Inductive Reasoning
From Specific to General: Makes Generalizations based on observations.
Conservation
refers to a logical thinking ability, Able to Solve Conservation Tasks.
Formal Operational Stage
11 years +
Moves us into the relm of possibility
Contrast concrete and formal thinking
CONCRETE FORMAL
Reality Possibility
Empirico-Inductive Hypothetical-Deductive
forms associations can think about things
Not Systematic Systematic / Abstract
what does the ability to solve the wason four card problem show where you are in piaget’s levels?
Formal operations
Piaget was anti____
training
Object Permanence
is the understanding that objects continue to exist even when they cannot be observed (seen, heard, touched, smelled or sensed in any way).
logical reasoning
Logical thinking, in Piaget’s developmental scheme, is operational, which means that it does not appear before the concrete operations stage.
Vygotsky’s sociocultural theory
stresses social and cultural contributions to childrens thinking
Zone of proximal development
Vygotsky’s sociocultural theory, a range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peers
private speech
Children’s self directed speech. What Paiget considered egocentric speech bc children have difficulty taking the perspectives of others. Vygotsky disagreed he thought bc language helps children think about mental activities and behavior and select courses of action, vygotsky saw it as the foundation for all higher cognitive processes.
scaffolding
Vygotsky. adjusting the support offered during a teaching session to fit the child’s current level of performance. When the child has little notion of how to proceed, the adult uses direct instruction. As a child’s competence increases, effective scaffolfers gradually and sensitively withdrawal support, turning over responsibility to the child.
guided participation
Vygotsky. A broader concept than scaffolding. It refers to shared endeavors between more expert and less expert participants, without specifying the precise features of communication.
Intersubjectivity
Vygotsky. The process whereby two participants who begin a task with different understandings arrive at a shared understanding.
Vygotsky and Education
offer new visions of teaching and learning- ones that emphasize the importance of social context and collaboration.Like Piagetian classrooms, Vygotskian classrooms accept individual differences and provide opportunities for children’s active participation. But, a Vygotskian classroom goes beyond independent discovery to promote assisted discovery. Teachers guide children’s learning with explanations, demonstrations, and verbal prompts tailoring their interventions to each child’s zone of proximal development.
