LESSON 6: Piaget’s Stages of Cognitive Development Flashcards
“The principal goal of education is to create men
who are capable of doing new things, not simply of
repeating what other generations have done –
men who are creative, inventive and discoverers.”
Jean Piaget
This theory fueled other researches
and theories of development and learning. Its
focus is on how individuals construct
knowledge.
Cognitive Theory of Development
His research method involved observing a small
number of individuals as they responded to cognitive
tasks that he designed.
* These tasks were later known as?
Piagetian Tasks
Piaget called his general theoretical framework______
genetic epistemology
Piaget used the term ____ to refer to the cognitive structure by which individuals intellectually
adapt to and organize their environment.
“schema”
This is the process of fitting a new experience into an
existing or previously created cognitive structure or
schema
ASSIMILATION
This is the process of creating a new schema.
ACCOMMODATION
it is achieving proper balance between
assimilation and accommodation.
Equilibration
When our experiences do not match our schemata
(plural of schema) or cognitive structures, we
experience_____
cognitive disequilibrium.
The first stage corresponds from birth to infancy.
* This is the stage when a child who is initially reflexive
in grasping, sucking and reaching becomes more
organized in his movement and activity
STAGE 1: SENSORI-MOTOR STAGE
This is the ability of the child to
know that an object still exists even when out of
sight. This ability is attained in the sensory motor
stage.
Object Permanence
The preoperational stage covers from about two to
seven years old, roughly corresponding to the
preschool years.
* Intelligence at this stage is intuitive in nature.
* At this stage, the child can now make mental
representations and is able to pretend, the child is
now ever closer to the use of symbols.
STAGE 2: PRE-OPERATIONAL STAGE
This is the ability to represent
objects and events. A symbol is a thing that
represents something else. A drawing, a written
word, or a spoken word comes to be understood as
representing a real object like a real MRT train.
Symbolic Function.
This is the tendency of the child to only
see his point of view and to assume that everyone
also has his same point of view. The child cannot take
perspective for others. You see this in five year-old
boy who buys a toy truck for his mother’s birthday.
Or a three year old girl who cannot understand why
her cousins call her daddy “uncle” and not daddy.
Egocentrism.
This refers to the tendency of the child to
only focus on one aspect of a thing or event and
exclude other aspects. For example, when a child is
presented with two identical glasses with the same
amount of water, the child will say they have the
same amount of water. However, once water from
one of the glasses is transferred to an obviously taller
but narrower glass, the child might say that there is
more water in the taller glass.
Centration.