deve - piagets stages of development and their role in education Flashcards
describe the sensorimotor stage
from birth to 2 years
- infants use senses and movement to get information, they live at thenpresent rather thsn understanding time and space around them.
- Learn by linking senses(touch smelling) to objects they arenusing
- begin witj reflex actiond and learn to control their movements
4 montgs
when children repeat actions, such as picking and dropong an object repeatedly
6 months
-development object permanence
by the end of this stage child has a sense of themselves existing separately from the world around them
what is meant by cognitive
thinking, including problem solving perceiving remembering using language and reasoning
what is object permanence?
knowiing something exists even when out of sight
describe pre operational stage
from 2 to 7 years
split into teo stages, symbolic function stage and intuitive thought stage
symbolic function 2-4 yrs
- children gain symbolic play,
- children think in pictures and use symbols, and use words as symbols as a start of language development
- have egocentrisim
-ability of animism
intuitive thought stage(4-7 yrs)
-when children ask alot of questions as they realize they now and want to know more.
-can only understand one side of something complex(centration)
-unabld to realize that changing how something looks does not change vol size of weivht
-have irreversibility, unable to use thought reverse events
describe symbolic play and egocentrism
symbolic play
- childrne play using objects and ideas to represent other objects and ideas
egocentrism
- unable to see the workd from any other viewpoint but their iwn
describe animism and centration
animism
-believing thst objects thst are not alive csn behave as if they are alive
centration
-focusing on one feature of a situation and ignoring other relevant features
concrete operational stage
from 7-12
children begin to apply rules and strategies to help their thinking and use concrdtd objects to aid their understanding.
they have difficultty with abstract ideas such as morality
describe abilities formed in this stage
seriation
- sorting objects such as into size
classification
- namiing and identifying objects according to size of appearance
reversibiliry
- eg knowing if two bricks + four bricks is 6 bticks they know six bricks minus two gives four bricks
conservation
- they know that length quantity or number are not related to how things look. if shape id chsnged childrenknow wuantity is still the same
*decentration
-abulity to take multiple views of a situation
describe formal operational stage
12+
young people can see that actiond have consequences such as drinking alcohol can lead to dangerous behaviour
have the ability to understand how time changes, such as how they live older they may nit live in the same town
understand that events have a sequence, school to college to work
can think more abt two things such as thinking of height age gender when describing a person
what is morality and schema?
morality
general principles about what is right and wrong including good and bad behaviour
schema
mental representations of the world based on ones own experiences
how can piagets stagesof cevelopment and theirnrole in education help in sensorimotor development
provided with alot of stimulation and materials to practice skilld and build schemas.
get to practice their sensorimotor skills and get informfrom senses.
colour is importsnt and often bright colours are used to more easily distinguish them
singing and rhythm stimulate children and can help with language development
stimulation helps chuldren engage with the woldd and build schemas or ideas whcih is how rhey learn
describe piagets stages of development to help pre operational development
chuldren must do to learn and keep dchemas. they need alot of experiences to extend their understanding as they focus on hust one part of a problem at a time
chuldren are liggle scientists building ideas through experimenting with reality and need equipment to experiment on.
individual learning must be encouraged and developed acknowledging that differe t chuldren are at different dtages in their development, models objects and visual aids such as drawings and diagrams csn help learning while instructiiond are kept short
piagets stages of development to help formal operational development
chulfren can ask chuldrento concentrate on more than one aspect of an issue, teachers can assume children can understand different viewpoints on their own so teachers will structure tasks accordingly
describe piagets stages of development to help formal operational development
children can discuss abstract concepts and be asked complex questions involving mental reasioning
reLizd that thdy belong to different groupd which have different norms so they can explore each notm.
what were robert salvins 2005 suggestiond on implications for teaching that come from piagets stages
- a focus on the childs thinking and not what they can do, the processes they use rsther than thr rivht answer that si importsnt
- discovery learning is required snd children must be able to engage freely with their environment rather than being told facts
- teaching should accept and acknowledge that chuldren do not think like adults and thst they decelop at diffdrsnt rates
- children are individuals and go through the stages in fifferent ways, so classroomd must be managed to suit sll individual children and whole clsss teaching is not advised
