Piaget

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Piaget

• Just the basics please

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Rules of Development

• Stages are QUALITATIVELY different
• Effected by both environment and genetics
• follows a prescribed sequence
• cannot go backwards
• is relatively orderly
• occurs at different rates
• takes place gradually

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Piaget the Biologist

• Piaget was trained as a biologist. He believed
  that human intelligence and biological organisms
  operated in the same manner.
• Both are organized, and constantly adapting based
  on their interaction with the environment.
• Cognitive structures are constructed as needed-
  not predetermined

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Knowledge . . .

• is a process that is created by the acts of the
  learner
• is constructed by the individual attempting to
  make sense of the world
• does not exist independent of the individual
• is not some entity that exists in the world

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Piagets Basic Assumption

• Cognitive development is a process fueled by the
  individuals ongoing attempts to make sense of
  the world.
• Development is influenced by maturation, social
  transmission, equilibration

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Basic Tendencies in Thinking

• Organization tendency to organize thinking
  processes into psychological structures/schemes
• Adaptation tendency to adapt to the environment
  through complementary processes of assimilation
  and accommodation
• Equilibration a balance among organization,
  assimilation, accommodation

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• Disequilibration failure of a scheme to produce
  a satisfying result, so the search continues
  through assimilation and accommodation.

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4 Stages of Cognitive Development

• Sensorimotor (0-2)
• Preoperational (2-7)
• Concrete Operational (7-11)
• Formal Operations (11-15)
• Stage theory broadly defines unvarying sequences
  of steps in developing thinking abilities.

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Infancy- Sensorimotor

• Development based on information obtained through
  the senses or body movements
• Development of understanding of object permanence
• Development of goal directed actions and
  reversible actions

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Early Childhood- Preoperational

• Beginning of logical mental actions (operations)
• Difficulty with 2 principles decentering and
  conservation
• Egocentrism tendency to see the world from ones
  own point of view

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Teaching the Preoperational Child

• 1. Use concrete props and visual aids whenever
  possible.
• 2. Make instructions relatively short, using
  actions as well as words.
• 3. Dont expect the students to be able
  consistently to see the world from someone elses
  point of view.

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• 4. Be sensitive to the possibility that students
  may have different meanings for the same word or
  different words for the same meaning. Students
  may also expect everyone to understand words they
  have invented.
• 5. Give children a great deal of hands-on
  practice with the skills that serve as building
  blocks for more complex skills like reading
  comprehension.
• 6. Provide a range of experiences in order to
  build a foundation for concept learning and
  language.

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Later Elementary- Middle SchoolConcrete-Operation
al

• Hands on thinking
• Child recognizes stability of world, knows change
  in elements does not change characteristics,
  change can be reversed
• Operations mastered conservation,
  classification, seriation

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Teaching To Concrete Children

• 1. Continue to use concrete props and visual
  aids, especially when dealing with sophisticated
  material.
• 2. Continue to give students a chance to
  manipulate and test objects.
• 3. Make sure presentations and readings are
  brief and well organized.

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• 4. Use familiar examples to explain more complex
  ideas.
• 5. Give opportunities to classify and group
  objects and ideas on increasingly complex levels.
• 6. Present problems that require logical,
  analytical thinking.

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Jr Sr HighFormal Operations

• Scientific Reasoning Stage hypothetico-deductive
  reasoning and inductive reasoning
• This stage is not necessary for survival
• Achieved first in areas of interest and experience

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Responding to Formal Operations

• 1. Continue to use concrete-operational teaching
  strategies and materials.
• 2. Give students the opportunity to explore many
  hypothetical questions.
• 3. Give students opportunities to solve problems
  and reason scientifically.
• 4. Whenever possible, teach broad concepts, not
  just facts, using materials and ideas relevant to
  the students lives.

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Implications for Counselors
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Understanding Adolescents Thinking

• Determine logic/solutions as they solve problems
• Look for repeated mistakes or problems

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Matching Strategies to Abilities

• Keep disequilibrium just right to encourage
  growth
• Ensure adolescents active engagement in learning
  process
• Apply and test principles learned in one
  situation to a new situation

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Limitations

• Childrens development does not fit neatly into
  discreet stages
• Understanding of terms may be difficult
• Curriculum is difficult to implement and maintain
• Does not discuss basic skills directly
• May underestimate young children, over estimate
  some adolescents and adults