Cognitive Development PIAGET Cognitive Development

Piaget’s Theory of Learning ASSIMILATION The child constructs a theory or schema EQUILIBRMUM The child’s experiences to date seem to fit the schema (everything balances) DISEQUILIBRIUM An experience occurs that casts doubt on the effectiveness of the schema (things don’t add up anymore ACCOMODATION The child changes the original schema to fit the new experience or piece of information

STAGE Features Sensorimotor Children learn from sensing things in the world around them and from their movements. Development of object permanence Development of symbolic function (child begins to use symbols e.g. language Pre-Operational Child uses symbols in play and thought Egocentrism Centration Animism Inability to conserve Concrete Operations Ability to conserve Children begin to solve mental problems using practical supports such as counters and objects. Formal Operations Ability to think and manipulate ideas abstractly, e.g. calculate without the need for counters Start of deductive logic

Keywords in Pre-Operational Stage General symbolic function- ability to use symbols through language and numbers. Egocentrism- only being able to view things from your own perspective. Centration- being able to classify objects according to one attribute e.g. size, height, colour etc. Animism- believing that because we have feelings so do objects and animals. Conservation- understanding that things remain the same even though their appearance may change (ice, water, bubbling water)

Piaget’s Theory of Cognitive Development Summary: Piaget suggested that children learn in stages. He referred to children as ‘active learners’ believing that children construct their own ideas about the world around them based on their experiences. How the theory could influence practice How to apply the theory to practice To recognise that children learn at their own pace To provide plenty of opportunities for play and exploration so that children can develop their own thinking Provide opportunities for children to explore a range of materials, particularly those that lend themselves to concepts, e.g. sand, water, dough Provide role play opportunities as children use this to act out their own experiences Do not mock children…lots of statements that sound funny to us are very logical to them Be aware of children’s stage of development in respect of their ability to conserve as this is a requirement before children can have the ability to explore number work.