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Educational Psychology 1 > SA - Piaget Stages > Flashcards

SA - Piaget Stages Flashcards

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1
Q

What is cognitive development?

A

How children learn to think, reason, understand, organise and remember

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2
Q

Who was Piaget?

A

Very important cognitive psychologist who began work in the 1920s. Work not really discovered by the rest of the world until the 1960s.

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3
Q

Three influences on development

A

maturation
Activity - the cognitive processing expediated by children moving
Social transmission - learning concepts and procedures from others

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4
Q

How do children respond to the three influences on development

A

By organisation (schemes/schemas)

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5
Q

What are schemes or schemas

A

Building blocks of thinking. How we organise what we know.

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6
Q

Adaptation

A

The process of creating a good fit between what we know (schemes) and what we’ve just encountered

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7
Q

The process of creating a good fit between what we know (schemes) and what we’ve just encountered

A

Adaptation

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8
Q

Assimilation

A

Fits new item into existing schema

E.g Scheme is a bird based on a budgerigar. Child sees a sparrow which looks similar but brown. Says bird is a brown budgerigar.

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9
Q

Child sees a sparrow which looks similar but brown. Says bird is a brown budgerigar. What is this called?

A

Assimilation

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10
Q

Accommodation

A

Creates new schema for new information

Child knows a bird called a budgerigar. Sees a sparrow. Through experience realises it is not a brown budgerigar but a sparrow. A separate species of bird all together. Child changes schema.

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11
Q

Child knows a bird called a budgerigar. Sees a sparrow. Through experience realises it is not a brown budgerigar but a sparrow. A separate species of bird all together. A sparrow. What is this called?

A

Accommodation

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12
Q

What is equilibration

A

Balance of organising, assimilating and accommodating

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13
Q

Balance of organising, assimilating and accommodating

A

Equilibration

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14
Q

Disequilibration

A

Applies scheme to existing situation but it does not work

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15
Q

Applies scheme to existing situation but it does not work

A

Disequilibration

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16
Q

Paiget’s Constructivism

A

Through disequilibration new schema is constructed. This knowledge is constructed through exploration, discovery, experimentation, reflecting

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17
Q

What are the 4 major stages in Piaget’s stage theory of cognitive development

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete Operational
  4. Formal Operational
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18
Q

What ages are covered by the four stages?

A

Sensorimotor - birth to 2
Preoperational - 2 to 7
Concrete operational - 7 to 11
Formal operational - 11 to 15 ?

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19
Q

What is Piaget’s theory called?

A

Stage Theory of Cognitive Development

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20
Q

Generally describe aspects of Piaget’s view of stages (4)

A
  1. Children proceed through the stages sequentially. They must go through the stages. Invariant.
  2. Doesn’t matter how long it takes you to go through the stages, but you must go through them
  3. People can arrive at some stages earlier or later than others but you must go through them
  4. Each stage characterised by different abilities they can achieve
21
Q

What is important to note about schemes

A

Schemes are in a continuous state of flux. Change constantly

22
Q

Name three milestones of the Sensorimotor stage

A

Object permanence
Goal-directed action
Deferred Imitation - repeating an action based on a previous occasion

23
Q

Name two milestones of the Preoperational stage

A

Semiotic function

Reversible thinking

24
Q

Name three milestones of the Concrete Operational stage

A

Conservation
Classification
Seriation

25
Q

What is object permanence? Give example. What stage would you expect to find it in?

A

Beginning to understand that an object can be out of view, but that does not mean it is gone. Mum leaves the room does not mean she is not coming back. Peek-a-boo.

Sensorimotor

26
Q

What is Goal directed action? Give example. What stage would you expect to find it in?

A

Learning to move/do something with a goal. Grab this toy and it will make a sound, emptying and replacing, stack blocks and knock them down

Sensorimotor

27
Q

What is imitation? Give example. What stage would you expect to find it in?

A

Imitation is pretend play. E.g. I’m a dog, wagging tail

Sensorimotor

28
Q

What is Semiotic function? Give example. What stage would you expect to find it in?

A

Working with symbols. Start of learning letters and sounds. Start of reading E.g. t = tee sound

Preoperational

29
Q

What is Reversible thinking? Give example. What stage would you expect to find it in?

A

1 + 2 = 3 is the same as 3-2 = 1 is the same as 2 + 1 = 3 or 3 = 2 + 1

30
Q

Name two barriers to prelogical thinking?

A

Conservation

Centration

31
Q

What is conservation?

A

That something can be moved or rearranged and stay the same
E.g. 1 short glass with 500ml of water. 500ml poured into a tall, thing glass. Don’t understand they contain the same amount of water.

Also, 5 circles drawn tightly together and 5 circles drawn spaced apart. Thinks there are more circles in the ones drawn apart.

32
Q 
A child thinks the first line is longer. What is this an example of.
       \_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_
A

Centration

33
Q

What is another key feature of the preoperational stage?

A

Egocentrism

34
Q

Give two examples of egocentrism

A

Throwing a tantrum in the supermarket when they don’t get something
Making up own rules in a game

35
Q

What is egocentrism?

A

Not caring about the thoughts or feelings of people around you

36
Q

What is Conservation? Give example. What stage would you expect to find it in?

A

Can understand things can be moved and rearranged and stay the same. eg. Pour 500ml from a short wide glass into a tall thin glass., Understands even though the water is higher in the thin glass, the amount of water is the same.

Concrete operational

37
Q

What is Classification? Give example. What stage would you expect to find it in?

A

Given four items such as a sheet of paper, pen, envelope, apple. Understands the paper, pen and envelope go together (stationery) and the apple is different.

Concrete operational

38
Q

What is Seriation? Give example. What stage would you expect to find it in?

A

Seeing the order of things. That is, 7 is bigger than 4 but smaller than 10.

39
Q

What is another key feature of the concrete operational stage?

A

They can conduct some level of scientific enquirer but haven’t really grasped abstract thought and reasoning. The ‘if…then’ process of thinking

40
Q

Are there any more stages?

A

Thought to be another stage. Post-formal stage. It doesn’t end at 15 and some never get to the formal stage.

41
Q

What is hypothetico-deductive reasoning? Give example. What stage would you expect to find it in?

A

Able to reason. If…then.
More credit cards = more money spent, can make analogies such as cat is to purr as dog is to bark, can manage pronumerals such as a=5 and b = 2, can solve a pendulum problem (only the string length makes it faster or slower)

Formal Operational

42
Q

What is adolescent egocentrism? (4) Give example. What stage would you expect to find it in?

A

The imaginary audience (Elkind, 1981)
Recognise other people’s perceptions and values, but they are more focused on their own
Idealism starts to develop - Thinking about global issues, interest in causes, peaks in late teens
Peer group importance
Attention seeking behaviour- particularly males, risk-taking behaviour, mostly in front of a peer group

43
Q

Name two milestones of the formal operational stage?

A

Hypothetico-deductive reasoning

Adolescent egocentrism

44
Q

What are two key educational implications for Piaget’s theory

A
  1. Observation to match student level - level of difficulty just enough to stimulate mental activity, disequilibration occurs with new ways of thinking. Too hard wont work, too easy switch off
  2. Activity and constructing knowledge - interaction and the value of play
45
Q

Name three types of play with examples

A
  1. Practice - kick a ball, slow a ball, pass
  2. Symbolic - board games, hopscotch, snakes and ladders
  3. Structural games - chess, tennis, rugby league
46
Q

7 criticisms of Piaget’s theory

A
  1. Stage theory (over and under estimations) - you can cross stages, but not be in either stage
  2. Underestimation of child (understanding in some areas but not in others) - underestimated what babies can do, overestimated in some cases as well
  3. Can accelerate stages (to an extent) - child prodigy can accelarate through stages v. Quickly
  4. Not everyone reaches formal operational stage - Epstein & Kamii
  5. There’s a post formal operational stage 15 + (extra stage)
  6. Impact of culture and social grouping - children from different cultures go through stages at different times
  7. Role of social interaction - there but not dominant
47
Q

What is the key take home message when considering Piagets theories

A

Be careful to concentrate on stages not ages

48
Q

Motor activities associated with sensorimotor stage

A

Hearing, touching, smelling, seeing, tasting

49
Q

Sensorimotor in education

A

Imitation, social interaction and play

Educational Psychology 1 (13 decks)

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