PIAGET’S THEORY.ppt

8/18/2019 PIAGET’S THEORY.ppt

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PIAGET’STHEORY

Developed by Swiss

Psychologist Jea Piaget


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The most outstanding work of mentalThe most outstanding work of mental

development was done by Swissdevelopment was done by Swiss

Psychologist Jean Piaget. PiagetPsychologist Jean Piaget. Piagetsuggested that cognitive development insuggested that cognitive development in

children proceed through a series of fourchildren proceed through a series of four

stages in a fixed order. Piaget emphasizedstages in a fixed order. Piaget emphasizedorderly progression and cumulativeorderly progression and cumulative

change. Development is not a passivechange. Development is not a passive

process !hildren are active agents in process !hildren are active agents intheir own development.their own development.


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Some "asic !onceptsSome "asic !oncepts

Cognitive Structures (Schemes)C

ognitive Structures (Schemes)

Cognitive structures are the patterns ofCognitive structures are the patterns of

behaviour that is used in dealing withbehaviour that is used in dealing with

objects in their environment. As theobjects in their environment. As thedevelopment proceeds, each patterndevelopment proceeds, each pattern

enlarges and changes. It is coordinatedenlarges and changes. It is coordinated

with other patterns to form more complexwith other patterns to form more complexpatterns. Schemas are the mentalpatterns. Schemas are the mental

representations of the world around him.representations of the world around him.


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In !iaget"s view, the development of #nowledgeis a form of adaptation and it involves twoprocesses

Assimilation$ Assimilation implies incorporatingsomething from the environment. %ew ideas andconcepts are ta#en in and incorporated intoone"s existing set of scheme. &e does notchange the existing scheme. &e tries to modif'

his environment so that it fits into one"s alread'developed wa's of thought and action. Assimilation is a #ind of absorption withoutresistance. It is an attempt to fit new informationinto an existing cognitive structure.

g$ hen breast fed babies begin to suc#on a rubber nipple, the' are using an oldschema to deal with a new object. *his isassimilating a new experience in the existing

schema.


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STAGES O! "OG#ITI$E

DE$E%OP&E#T Sensor'+motor stage (birth to 'ears)

-ental activit' in this stage is mainl' based

on experiences through senses. *his stageis limited to direct sensor' and motor

interactions with the environment. uring

infanc', the child is in the sensor' / motor

stage. !iaget viewed sensor' motor stageconsists of six sub stages.


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Accomodation: This involves modification or change ofAccomodation: This involves modification or change of

some elements of an old scheme or learning a newsome elements of an old scheme or learning a new

scheme which is more appropriate for the new object.scheme which is more appropriate for the new object.

Accomodation refers to a change in an existing cognitiveAccomodation refers to a change in an existing cognitive

structure (schema) to cope with new information orstructure (schema) to cope with new information or

situation. The individual tries to modify himself so as tosituation. The individual tries to modify himself so as to

fit in with existing characteristics of the environment. Hefit in with existing characteristics of the environment. Headjust his thining to fit the new information! instead ofadjust his thining to fit the new information! instead of

adjusting the information to fit his thining.adjusting the information to fit his thining.

"g: The babies will modify their schema of sucing!"g: The babies will modify their schema of sucing!

while sucing on a nipple# their mouth movements willwhile sucing on a nipple# their mouth movements will be slightly different from their way of sucing on be slightly different from their way of sucing on

breasts. breasts.

"g: A child adjusting his mouth to a banana."g: A child adjusting his mouth to a banana.


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Equilibration: According to Piaget, whenEquilibration: According to Piaget, when

by the existing scheme, the new situationby the existing scheme, the new situation

is not fully handled, and then there isis not fully handled, and then there is

created a state of disequilibrium or ancreated a state of disequilibrium or animbalance between what is understoodimbalance between what is understood

and what is encountered. He is in theand what is encountered. He is in the

“Outofbalance! state. "n such a case, the“Outofbalance! state. "n such a case, theindi#idual tries to reduce suchindi#idual tries to reduce such

imbalances. $he %rocess of assimilationimbalances. $he %rocess of assimilation

or accomodation hel%s the organism toor accomodation hel%s the organism toad&ust or maintain a harmoniousad&ust or maintain a harmonious

relationshi% between himself and hisrelationshi% between himself and his

en#ironment. $his %rocess of restoringen#ironment. $his %rocess of restoring

balance is called equilibration.balance is called equilibration.


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Exercising refexes (Birth to 1 month)

• The inant exercises native refexes

• Eg: Sucking refex

Preliminary circular reaction ( 1! months)• "n #reliminary circular reactions$ the

inant #erorms re#etitive actionsocuse% on the inant&s o'n o%y

• Eg: Thum sucking

Secon%ary *ircular reaction (!+ months)

• ,ctions are re#eate% ut

re#etition involves events or o-ects inthe external 'orl% secon%ary to theinants o'n o%y

• Eg: Shaking a rattle ut ehaviour is

not ully intentional


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Coordination of secondary reactions (8-12Coordination of secondary reactions (8-12months)months)

The infant intentionally coordinates sensoryThe infant intentionally coordinates sensoryinputs and motor actions, anticipatinginputs and motor actions, anticipating

outcomes, and repeating strategies that haveoutcomes, and repeating strategies that have previously been successful. previously been successful.

g! "nfant is able to remove an obstacle thatg! "nfant is able to remove an obstacle thatbloc#s some desired result.bloc#s some desired result.

Tertiary circular reactions (12-18 months)Tertiary circular reactions (12-18 months)$epeated actions are more varied and infant$epeated actions are more varied and infant%e&periments' ith ne actions. e varies his%e&periments' ith ne actions. e varies hisactions to see# novelty.actions to see# novelty.

"nvention of ne means (18-2* months)"nvention of ne means (18-2* months)The infant no longer relies on trial and error,The infant no longer relies on trial and error,being able to thin# through problems andbeing able to thin# through problems andmentally +nds solutions.mentally +nds solutions.


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Some other developments in sensor' motor stagesSome other developments in sensor' motor stages

are object permanence, objectified causalit',are object permanence, objectified causalit',

representational thought etc. At the age of sixrepresentational thought etc. At the age of six

months child thin#s that object exist onl' if it ismonths child thin#s that object exist onl' if it is

ph'sicall' present. As soon as the object is movedph'sicall' present. As soon as the object is moved

out of his range the' do not exist for the child. (0ut ofout of his range the' do not exist for the child. (0ut of

sight, out of mind). 1raduall' the child developssight, out of mind). 1raduall' the child developspermanence of objects.permanence of objects.

&e gains the concept of objectified causalit' when he&e gains the concept of objectified causalit' when he

relates cause with effect.relates cause with effect.

g$ #ic#ing of the ball and rolling of the ball.g$ #ic#ing of the ball and rolling of the ball.

2epresentational thought / child becomes2epresentational thought / child becomes

capable of representing things mentall'. g$ whencapable of representing things mentall'. g$ when

we sa' dog, he thin#s of bow+bow.we sa' dog, he thin#s of bow+bow.


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Preo#erational Perio% (./ years)Preo#erational Perio% (./ years) This is the #relogical #erio%$ as the This is the #relogical #erio%$ as the

o#erations o logical thinking are not yeto#erations o logical thinking are not yet%evelo#e%%evelo#e%

0a-or %evelo#ments are$0a-or %evelo#ments are$ a#i% %evelo#ment o s#oken languagea#i% %evelo#ment o s#oken language

The chil% acce#ts the conce#ts like si2e$ The chil% acce#ts the conce#ts like si2e$'eight$ volume etc'eight$ volume etc This is the #erio% o %eerre% imitation 3 ie: This is the #erio% o %eerre% imitation 3 ie:

imitation o actions oserve% earlierimitation o actions oserve% earlier

This is the #erio% o symolic #lay This is the #erio% o symolic #lay Eg: #laying 'ith a toy gun as a real gun$ aEg: #laying 'ith a toy gun as a real gun$ a

roun% ring as a steering$ a stick as a gunroun% ring as a steering$ a stick as a gunetcetc


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This #erio% is marke% y Egocentricism an%,nimism

Ego centricism means the inaility o a chil%to look at a #rolem rom the #oint o vie' oothers

,nimism im#lies that things are aliveecause they move an% not alive i it %oesn&t

move This #erio% is marke% y lack o conservation *onservation means aility to see an o-ect

as #ermanent even though its length$ 'i%th

or sha#e is change% Eg: "naility to conserve in terms o numers The chil% is likely to say that ottom ro' has

more ea%s


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*o !iaget, !re school children cannot placeobjects in increasing order of si3e, weight or

volume / ie$ seriation. *his stage is characteri3ed b' transductive

reasoning / reasoning from 4particular" to4particular".

Child"s behaviour is characteri3ed b'centration / focusing on onl' one dimension(eg$ length)

*his period is characteri3ed b' irreversibilit' / the lac# of the abilit' to reverse theexperimenter"s action. g$ If A is larger than5, child is not able to thin# 5 is smaller than

A.


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"oc'ete Ope'atioal Pe'iod ()*++ yea's,"oc'ete O pe'atioal Pe'iod ()*++ yea's, The ma-or change in this #erio% is that The ma-or change in this #erio% is that

%evelo#ment #rocee%s rom logical thought to%evelo#ment #rocee%s rom logical thought tological solution o concrete #rolems 4ere thelogical solution o concrete #rolems 4ere the#rimary task is to organi2e an% or%er 'hat is#rimary task is to organi2e an% or%er 'hat isimme%iately #resentimme%iately #resent

Characteristics during this period are!Characteristics during this period are! 5ogical thinking using concrete o-ects %evelo#5ogical thinking using concrete o-ects %evelo# *hil%&s ego centricism %isa##ears an% is ale to*hil%&s ego centricism %isa##ears an% is ale to

take other&s vie' #oint ,nimism also %isa##earstake other&s vie' #oint ,nimism also %isa##ears 4e can classiy grou# an% arrange o-ects4e can classiy grou# an% arrange o-ects

seriallyserially 4e no' elieves that mass an% volume remain4e no' elieves that mass an% volume remain

constant even i su#er6cial changes are ma%e inconstant even i su#er6cial changes are ma%e intheir external a##earance ie: ,ility to conservetheir external a##earance ie: ,ility to conservein terms o mass$ numer$ volume etc %evelo#sin terms o mass$ numer$ volume etc %evelo#s


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*his period is characteri3ed b' decentration /process of focusing on more than one dimensionsuch as length, height simultaneousl'.

Child is able to reverse his thought (ie$ irreversibilit'disappears) g$ child reali3e that not onl' he has abrother but his brother also has a brother in him.

6ormal 0peration !eriod (77+78 'ears)

*his stage more or less coincides withadolescence stage. Characteristics during thisstage are as follows,

&e can develop full formed pattern of thin#ing and

able to thin# in s'mbolic terms. &e is now able to attain logical, rational and

abstract strategies.

&is thought is flexible and effective.


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&e is able to appl' logical thought to all classes of&e is able to appl' logical thought to all classes ofproblem.problem.

&e discovers the solution of problem through&e discovers the solution of problem through

inductive and deductive reasoning. &e also usesinductive and deductive reasoning. &e also uses&'pothetico+deductive reasoning+forming&'pothetico+deductive reasoning+formingh'potheses about the conse9uences of an action,h'potheses about the conse9uences of an action,and then testing those h'potheses.and then testing those h'potheses.

%ow his thoughts direct his observations rather%ow his thoughts direct his observations ratherthan the observations directing thought as in thethan the observations directing thought as in thecase of 'oung children.case of 'oung children.

2eflective thin#ing is maximi3ed in contrast to2eflective thin#ing is maximi3ed in contrast toimpulsive st'le. Impulsive st'le is a cognitive st'leimpulsive st'le. Impulsive st'le is a cognitive st'le

of responding 9uic#l' but often inaccuratel'. Anof responding 9uic#l' but often inaccuratel'. Animpulsive student wor#s ver' 9uic#l' but ma#esimpulsive student wor#s ver' 9uic#l' but ma#esma' mista#es. *he more reflective student, on thema' mista#es. *he more reflective student, on theother hand, wor#s slowl' and ma#es fewer errors. Itother hand, wor#s slowl' and ma#es fewer errors. It

is a cognitive st'le of responding slowl', carefull'is a cognitive st'le of responding slowl', carefull'and accuratel'.and accuratel'.


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#ducational $mplications of Piaget%s Theory #ducational $mplications of Piaget%s Theory !iaget gives more importance to activit', ie$!iaget gives more importance to activit', ie$

:earning b' doing.:earning b' doing.

*eacher should give importance to the training of*eacher should give importance to the training ofsenses.senses. !erceptions and concept formations are the basis!erceptions and concept formations are the basis

of mental development and therefore the' shouldof mental development and therefore the' shouldbe guided to form concepts or generali3ations onbe guided to form concepts or generali3ations on

the basis of their observations and experiences.the basis of their observations and experiences. 2eal events and concrete objects pla' an important2eal events and concrete objects pla' an important

role in learning.role in learning. Appropriate audio+visual aids should be used to Appropriate audio+visual aids should be used to

give concrete experience to children.give concrete experience to children. *he environment provided in the class room should*he environment provided in the class room should

be suitable to the child"s mental development,be suitable to the child"s mental development,because mental development occurs mainl'because mental development occurs mainl'

through interaction with the environment.through interaction with the environment.


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*eacher should arouse curiosit' of child through*eacher should arouse curiosit' of child throughplanned activities.planned activities.

*he description of developmental stages and*he description of developmental stages and

9ualitative aspects of intellectual development is9ualitative aspects of intellectual development isver' useful in providing suitable educationalver' useful in providing suitable educationalpractices. It provides a broad developmentpractices. It provides a broad developmentperspective to the educator for building aperspective to the educator for building a

curriculum for the children.curriculum for the children.Criticism of !iaget"s *heor'Criticism of !iaget"s *heor'

!iaget under estimated the age at which infants!iaget under estimated the age at which infantsand children are able to understand specificand children are able to understand specific

concepts and principles.concepts and principles.!iaget"s theor' has not touched an important!iaget"s theor' has not touched an importantaspect of child"s life / the emotional aspect.aspect of child"s life / the emotional aspect.

*he samples of children used for his stud' were*he samples of children used for his stud' were

small and unrepresentative.small and unrepresentative.

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