Born in Switzerland in 1896, Jean Piaget received his doctoral degree at the age of 22 and went on to become one of the most famous psychologists of his time.
Piaget’s background was in biology, as a teenager he was known for his studies and publications on mollusks. After studying natural sciences at the University of Neuchâtel (where he also held positions in sociology and psychology), and while assisting Dr. Alfred Binet, the founder of a French boys’ school with intelligence testing, Piaget himself developed awareness in the intellectual development of children. After listening to thousands of young children and studying reports from other researchers around the world, Piaget realized children had their own thought processes and own special logic.
Piaget is credited with pioneering many fields of science: genetic epistemology “a branch of philosophy that investigates the origin, nature methods, and limits of human knowledge”,cognitive theory, and developmental psychology.
Beginning at age 10 with his first scientific publications until his death at 85, Piaget’s career spanned 75 years. Many theorist and teachers today still agree with his theories, that children are not empty vessels to be filled with knowledge (as traditional pedagogical theory had it) but active builders of knowledge — little scientists who are constantly creating and testing their own theories of the world".
Contemporaries of Piaget include Maria Montessori, Paulo Freire, and John Dewey. While these individuals fought for changes in schools, Piaget's influence on learning has been deeper and more pervasive.
Friday, February 27, 2009
Piaget's Theoretical Contributions Made to Early Childhood Development
Piaget’s view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so.
He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 2 years, 7 years, and 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum.
Characteristics of the Sensorimotor Stage: The first stage of Piaget’s theory lasts from birth to approximately age two and is centered on the infant trying to make sense of the world. During the sensorimotor stage, an infant’s knowledge of the world is limited to their sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with, such as looking, sucking, grasping, and listening, to learn more about the environment.
Characteristics of the Preoperational Stage: The preoperational stage occurs between ages two and six. Language development is one of the hallmarks of this period. Piaget noted that children in this stage do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people, which he termed egocentrism.
During the preoperational stage, children also become increasingly adept at using symbols, as evidenced by the increase in playing and pretending. For example, a child is able to use an object to represent something else, such as pretending a broom is a horse. Role playing also becomes important during the preoperational stage. Children often play the roles of "mommy," "daddy," "doctor," and many others.
Characteristics of Concrete Operations: The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
Characteristics of the Formal Operational Stage: The formal operational stage begins at approximately age twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.
Links:
Piaget's Theory of Cognitive Development http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Jean Piaget's cognitive developmental theory http://www.essortment.com/all/piagetjeancogn_rkje.htm
He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 2 years, 7 years, and 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum.
Characteristics of the Sensorimotor Stage: The first stage of Piaget’s theory lasts from birth to approximately age two and is centered on the infant trying to make sense of the world. During the sensorimotor stage, an infant’s knowledge of the world is limited to their sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with, such as looking, sucking, grasping, and listening, to learn more about the environment.
Characteristics of the Preoperational Stage: The preoperational stage occurs between ages two and six. Language development is one of the hallmarks of this period. Piaget noted that children in this stage do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people, which he termed egocentrism.
During the preoperational stage, children also become increasingly adept at using symbols, as evidenced by the increase in playing and pretending. For example, a child is able to use an object to represent something else, such as pretending a broom is a horse. Role playing also becomes important during the preoperational stage. Children often play the roles of "mommy," "daddy," "doctor," and many others.
Characteristics of Concrete Operations: The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
Characteristics of the Formal Operational Stage: The formal operational stage begins at approximately age twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.
Links:
Piaget's Theory of Cognitive Development http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Jean Piaget's cognitive developmental theory http://www.essortment.com/all/piagetjeancogn_rkje.htm
Wednesday, February 25, 2009
What Parents can do...
Piaget- What Parents can do:
Piaget believed that children's thinking processes are fundamentally different from those of adults. He used open-ended questions (such as "What do you think will happen?") To test the intelligence level of children, thus permitting the children to answer in their natural manner.
When testing the intelligence level of a child keep in mind that the thinking processes are fundamentally different than those of adults. So the language or wording must be age appropritate or advancing the level according to the intelligence level of the child. When deciding this: using the suggestion according to Piaget "Asking open ended questions" as it relates to what you think the child should know to possibly advance to a higher grade level in a particular book.
Piaget's teachings have practical, educational implications that parents can implement. They include these four tips:
1. Focus on the thinking process, not just the answers and results. Parents should not just focus on whether the child's answer was right or wrong, they should zero in on how the child came up with the answers. For example when you were in math class and the teacher requires that you show "your work" not just the answers.
2. Discovery learning. Instead of presenting "canned knowledge", discovery learning is preferred, whereby the child learns spontaneously through interacting with the environment and activities.
3, Avoid trying to make children into "little adults." Do not present information to children that is developmentally inappropriate or too advanced for their level of cognitive functioning. Otherwise the children may know how to 'parrot' back the information but they will not truly understand it.
4. Make peace with children's differences in development speed. Piaget notes that every child develops at a different rate, so instead of holding each child to a set of uniform standards, judge your child's progress on an individual basis based on their own history.
Piaget believed that children's thinking processes are fundamentally different from those of adults. He used open-ended questions (such as "What do you think will happen?") To test the intelligence level of children, thus permitting the children to answer in their natural manner.
When testing the intelligence level of a child keep in mind that the thinking processes are fundamentally different than those of adults. So the language or wording must be age appropritate or advancing the level according to the intelligence level of the child. When deciding this: using the suggestion according to Piaget "Asking open ended questions" as it relates to what you think the child should know to possibly advance to a higher grade level in a particular book.
Piaget's teachings have practical, educational implications that parents can implement. They include these four tips:
1. Focus on the thinking process, not just the answers and results. Parents should not just focus on whether the child's answer was right or wrong, they should zero in on how the child came up with the answers. For example when you were in math class and the teacher requires that you show "your work" not just the answers.
2. Discovery learning. Instead of presenting "canned knowledge", discovery learning is preferred, whereby the child learns spontaneously through interacting with the environment and activities.
3, Avoid trying to make children into "little adults." Do not present information to children that is developmentally inappropriate or too advanced for their level of cognitive functioning. Otherwise the children may know how to 'parrot' back the information but they will not truly understand it.
4. Make peace with children's differences in development speed. Piaget notes that every child develops at a different rate, so instead of holding each child to a set of uniform standards, judge your child's progress on an individual basis based on their own history.
Wednesday, February 18, 2009
What Educators Can Do...
It is very important for teachers to learn and understand the different stages Jean Piaget has developed and observed. Once teachers has mastered each developmental stage, they can use that knowledge to help their students become successful in their learning. If the teacher can focus on the level of development their students are at, they can use the knowledge to focus on strategies that will help improve each child's need and development.
In the first stage, children are at the ages of 0-2 years, so teachers may not be present during this stage of development, but teachers still need to understand that the child is beginning to learn about him or herself and his or her environment. The student also learn through their senses, so the child needs to be taught through those senses. For example, children at this stage can learn through sign language.
In the second stage, teachers need to know that the children in this developmental stage are personifying objects, and uses objects and symbols to represent information. Children also learn best through fantasy and play. Teachers can use this knowledge to enforce manipulatives in their instruction to benefit the child best. Also, teachers can set centers for the students in this stage to be able to participate in role playing situations.
In the third stages, teachers need to understand that the children in this developmental stage are developing abstract thinking. Teachers can use this knowledge to implement questioning into their lessons. Children in this stage can answer questions abstractly.
In the fourth stage, teachers need to understand that the children in this developmental stage are able to function on an advanced cognitive level. Teachers can use this knowledge to implement formal questioning and exploration in their lessons.
In the first stage, children are at the ages of 0-2 years, so teachers may not be present during this stage of development, but teachers still need to understand that the child is beginning to learn about him or herself and his or her environment. The student also learn through their senses, so the child needs to be taught through those senses. For example, children at this stage can learn through sign language.
In the second stage, teachers need to know that the children in this developmental stage are personifying objects, and uses objects and symbols to represent information. Children also learn best through fantasy and play. Teachers can use this knowledge to enforce manipulatives in their instruction to benefit the child best. Also, teachers can set centers for the students in this stage to be able to participate in role playing situations.
In the third stages, teachers need to understand that the children in this developmental stage are developing abstract thinking. Teachers can use this knowledge to implement questioning into their lessons. Children in this stage can answer questions abstractly.
In the fourth stage, teachers need to understand that the children in this developmental stage are able to function on an advanced cognitive level. Teachers can use this knowledge to implement formal questioning and exploration in their lessons.
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