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Piaget's Experiment In Figure 7.5 Analysis

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Piaget’s experiment in figure 7.5 displays a child’s thought process concerning multiple layers of information. His experiment included showing a child two identical glasses of water. Both glasses appeared to be the same. The child concluded that the water was the same in both glasses. When a taller and thinner glass was utilized the child automatically proclaims that the new thinner glass has more water in it. Why would a child see a glass of water, that has the same amount in it as the other, and remain to be determined that one has more content than the other.
Despite the law of conservation of mass that states mass cannot spontaneously degenerate and change, children usually do not understand this advanced thought. Children between the
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Piaget also believed that children first try to understand new things in terms of schemes they already possess, a process called assimilation. For example, if Sandy points to a picture of an apple and tells her child, ‘that’s an apple,’ the child forms a scheme for ‘apple’ that looks something like that picture. The child might see an orange and say ‘apple’ because both objects are round. When corrected, the child might alter the scheme for apple to include ‘round’ and ‘red’.

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Stage 4: The Formal Operational Stage 11 years onward. In this video the older girl assumes that what the woman says is true so she simply agrees with her that if you hit a glass with a feather the glass will break. She obviously didn’t think about the statement at all she just agreed that since it is stated that it must be true. Personally I don’t think all of Piagets theories are true.

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Here, Papert reminds us once again of the power of Piagetian learning happened outside of the traditional learning environments and without prominent equations or measurements. Building new knowledge on intuitions and abstract thinking seems to be much appreciated by Papert. Nevertheless, sometimes “intuition cannon be trusted” (p. 144), therefore, there is a definite need to improve the child’s understanding of the self by helping him to make a connection between equations, so-called formal thinking, and intuitions enhanced by expectations of any

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Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget

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Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003). Piaget’s 4 stages of cognitive development are as follows. First, The sensorimotor stage where an infant has rudimentary motor skills, and can eventually

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Habituation is a method that might be used to explore predictions of Piaget’s theory. 2a. The habituation technique is being used to study the memory of infants, who are being exposed to repeated stimulus. Infants becomes used to an object or event after being exposed to the same thing. Habituation is a decrease in responsiveness due to repeated stimulus.

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Assignment- A written account of the main implications of children’s misconceptions in Primary Science. A science misconception is where children have an incorrect idea of a science topic that causes a barrier in understanding and to learning in all levels of education (Allen 2014), children’s idea’s come from their life experiences and the interaction which they display to other children and adults that shapes their ideas and understanding (Sewell, 2014). It can be influenced by many things such as the media or even from family or friends for example the Cars (2006) movie which shows children that cars are alive and have human facial features this leads to the children obtaining a misconception that cars are alive. However, children already have a bit of knowledge about science before entering school which is why they have their own understanding of how the world works during their time in the classroom.

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Jean Piaget was a Swiss psychologist who regarded cognitive development as a maturational process (Martin, Carlson & Buskist, 2010). Piaget constructed his conclusions through the observation of his own children and children at his Centre of Genetic Epistemology in Geneva. Piaget observed that children depend on an altered type of thinking when compared to the way in which adults think. A child’s thinking is qualitatively different than an adult’s thinking. Through his study, Piaget found that children of a similar age are inclined to behave in a similar manner and make similar mistakes when problem-solving.

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In this regard, he came up with the view that people inherit two basic tendencies in thinking, namely organization and adaptation. Organization refers to constant arranging experience and information into psychosocial structure. Concerning adaptation, people are born to adjust the environment. One of Piaget’s key views was stages of cognitive development, he divided cognitive development into separate stages as follows: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.

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Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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Piaget’s theory places an emphasis on how children actively “construct their own cognitive worlds” (Santrock, 2011, p. 172). The first stage in Piaget’s theory, known as the sensorimotor stage, starts from birth to about two years (Santrock, 2011). In this stage, infants use their senses in conjunction with their motoric actions (Santrock, 2011). The sensorimotor stage is divided into six sub stages, the first substage namely being simple reflexes.

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His approach of studying the development of the human mind was a synthesis of ideas drawn from biology and philosophy. He looked at human beings as biological organisms who must adapt successively to their environment. Piaget’s theory of cognitive development revolutionized the study of children’s cognitive development and it has undergone some revisions over the years. It also provides a set of basic principles to guide our understanding of cognitive development that are found in most recent theories.

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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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Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood

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The reason for this is that ‘wrong’ is like pain, alerting the individual to the need for intervention or correction. Like pain, being ‘wrong’ indicates a necessity for an appropriate ‘cure’. Learning is the continuum of two poles, which Piaget (18) and other child experts have pointed out, is often related to a transition from concrete to abstract thinking and proceeds through trial - and - error method, rather than through a child instantly knowing what is ‘right’. The child, who developmentally, has not learned how to look at a problem from various viewpoints, is unlikely to have ready useful referents internalised in his mental schema to make him ready for instant ‘right’ comprehension; a comprehension based very often on teacher expectations,

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