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What Is Jean Piaget Theory Of Cognitive Development

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Recommended: Piaget’S Theoretical Summary

Student Name: Aisha Jaber Hassan
ID Number: H00328219
Teacher Name: Ms.Antoinette wisemen

Piaget History

Jean Piaget was born on August 9, 1896 in Neuchatel, Switzerland and died September 17, 1980. He was an influential experimenter and theorist in the field of developmental psychology and in the study of human intelligence. His father was devoted to his writings of medieval literature and the history of Neuchatel.

Piaget was an active man throughout his life. He enjoyed great fame and had many discoveries. He started out studying mollusk and then studies his own children as they developed. Today his theory of cognitive development is used in many of preschool and primary grade set-ups. Children in these programs are encouraged to …show more content…

• Children cannot conserve or use logical thinking.
• They begin to use language, memory and imagination.
• Children engage in make believe and can understand and express relationships between the past and the future.

Concrete operational stage (7-11years):

• The term concrete operational means the child can reason only about tangible objects are presented.
• Children can now conserve and think logically but only with practical aids.

Formal operational (12+):

• From age 12 to 16 and onwards is the formal operational stage.
• Adolescents use symbols related to abstract concepts.
• They can think about multiple variables in symbols related to abstract concepts.

Four key concepts of Piaget’s that are applicable to learning at any age:

- Assimilation
- Accommodation
- Equilibration
- Schemas

Cognitive development is a complex process comprising three main concepts affecting the development process: assimilation, accommodation and equilibration. All three are associated with the formation of schemata and their modification in order to attain a balanced sense of understanding of the external world.

Schema …show more content…

Even though on of them is too young, but I think he will feel more comfortable in his own choice.

Both of them choose their own room, I didn’t now why , but I think maybe hameed felt jealous from his sister so he choose his room too.

When is started the experiment I bring two pieces of biscuit and I broke one of them to the half. I put the broken one in front of me and the other in front the child. After that I asked the child who have more.

♣ Salama is 5 years old and she’s in kg 2 now.

♣ When I asked salama who has more , she started think about the answers and after few minutes she said we’re equals . I think that she’s smart because I did this experiment with other boy and he was the same age of salama , but he said that I have more.

♣ Hameed is 3 years old and he doesn’t go to school.

♣ When I asked hameed if I have more than him, he start getting angry and he said: you had more than me (with angry face). In my opinion, hameed said that because he though that I have more than him and he just looked to the

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The last stage is the Formal Operational stage, which lasts from age eleven to adulthood. In this phase the child/adult has the increased ability to have idealistic, logical and abstract thoughts. Piaget also developed the idea of a schema. A schema is how people organize the information they gather into smaller

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This stage includes problem-solving and a new method to thinking, such as anticipating or having a theory about something to come. Concrete operational stage is the third stage in, psychologist, Jean Piaget 's, theory of cognitive development (Dunn and Craig, 2013). Erik Erikson’s theory of psychosocial development is broken down into eight stages that take place through a lifetime. The transition between the different stages depends greatly on the encounters that one faces during their lifespan.

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Jean Piaget was born in Switzerland in 1896. His interest initially lay in natural sciences, which he studied before his interests moved to psychoanalysis. He later moved to France,

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According to Piaget, as children develop they acquire cognitive structures known as schemata and concepts. Schemata are mental representations / rules to help children understand their world and solve problems. Concepts are rules that describe properties of environmental events and their relations to other concepts (Martin, Carlson & Buskist, 2007). Children obtain schemata and concepts by engaging with their surroundings. The

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Theories of these two cognitive psychologists have been compared and contrasted on different levels. This essay will look into the differences and similarities between their theories. These two psychologist 's theories differ from each other in numerous ways. To begin with, Jean Piaget 's cognitive development theory proposes that children adapt to their environment by actively constructing knowledge as they perceive and explore their surroundings. His theory comprised of four stages of development.

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This model is broken down into four stages: sensorimotor, preoperational, concrete operational, and formal operational. The children that I observed were in the concrete operational stage. Cole and Tufano (2008) explains the concrete operational stage as, “Intelligence is acquired through systematic manipulation of concrete objects, resulting in seven types of conservation

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Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

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At three years old, Piaget argues a child is in the preoperational stage, which lasts from ages two to seven and is characterized by an ability to create mental representations of experience. During this stage, children may use objects, drawings, and language to show their ideas. Children

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and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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