Piaget’s Developmental Stages & Constructivist Theory EDUC 613 Brittany Monfette & Kim Hamilton

Jean Piaget (1896-1980) Jean Piaget was born in Neuchâtel, Switzerland on August 9, 1896. He died in Geneva on September 16, 1980. He obtained a Ph.D. in natural sciences at the University of Neuchâtel. At the University of Zürich, he developed an interest for psychoanalysis. Piaget used his own three children to analyze their intellectual development from infancy to language. The goal of his research in developmental psychology and genetic epistemology was “How does knowledge grow?” “His answer is that the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. Therefore, children's logic and modes of thinking are initially entirely different from those of adults” Jean Piaget Society-Society for the Study of Knowledge and Development (2007). A Brief Biography of Jean Piaget. Retrieved from: http://www.piaget.org/aboutPiaget.html .

Piaget’s Cognitive Stages of Development & Constructive Learning Theory Piaget’s theory of cognitive development describes a child’s ability to learn at different ages in childhood based on logical development. Piaget believes that the four main periods of development occur during the evolution of a child’s mind. The four stages are: Sensorimotor Stage, Pre-operational Stage, Concrete Operational Stage, Concrete Operational Stage and the Formal Operational Stage. Piaget’s main focus of constructivism focuses on how the individual constructs knowledge. Piaget proposes that humans cannot be given information that can be instantly understood. They need to construct their own knowledge. Piaget states that “the development of a person’s intelligence is forged through adaptation and organization” (Ultanir, (2012), p.202). Adaptation is the process of accommodation and assimilation. Accommodation is when a child has to change their schema to “accommodate” new information or knowledge and assimilation occurs when a child brings new knowledge to their own schema. This adjustment process occurs when a child is processing new information to fit into an existing memory. Recognizing that this process occurs within each individual student at a different rate helps teachers to facilitate learning. Ultanir. E. (July 2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction 5(2), 195-212.

Piaget’s Stages of Cognitive Development Sensorimotor Stage Ages 0-2 Classroom Application Child demonstrates: Sucking Grasping Using simple reflexes Develop meaning through their senses Provide: Physical movement activities involving songs, chants A sensory table that contain such as water, rice, beans, sand Reading and talking about stories Opportunities to classify objects according to their attributes-discovering likes and differences

Piaget’s Stages of Cognitive Development Preoperational Stage Ages 2-6 Classroom Application Child demonstrates: Using numbers to represent quantity. Using simple words to represent real objects and people. Concrete thinking, not yet logical Teachers provide: Counting and organizing objects with similar attributes Activities that introduce letters of the alphabet- sounds-words Role playing activities

Piaget’s Stages of Cognitive Development Concrete Operational Stage Ages 7-11 Classroom Application Child demonstrates: Logical thinking Recognition of other’s view points Moving towards abstract thinking Teachers provide: Focus on the process of thinking and students explain how they come to an answer Interactions in environment to gain meaning Open-ended questions Stories that compare similarities to their own lives Visual aids Simple science experiments

Piaget’s Stages of Cognitive Development Formal Operational Stage Ages 11-Adult Classroom Application Child demonstrates: Highest level of thinking Abstract thought Combining and classifying objects in more sophisticated ways Higher order reasoning Manipulation of ideas in their head Teachers provide: More sophisticated visual aids such as graphs and charts Open ended problems to allow for student explanation Cooperative learning experiences where students listen and solve problems Time to discuss social issues Morrow,L.M.(2009). Literacy Development in the Early Years. Boston, MA: Pearson Education. Cohen, L., Kim, Y.M. (Fen/Mar, 1999). Piaget’s equilibrium theory and the young gifted child: A balancing act. Roeper Review. (21)3, 201-206

Stages of Development Videos Sensorimotor period (0-2) http://www.youtube.com/watch?v=NCdLNuP7OA8 Preoperational period (2-7) http://www.youtube.com/watch?v=GLj0IZFLKvg Concrete operational (7 – 11) http://www.youtube.com/watch?v=gA04ew6Oi9M Formal Operational (11-adult) http://www.youtube.com/watch?v=lw36PpYPPZM  

Cognitive Constructivism “ Cognitive Constructivism is a learning or meaning making theory that offers an explanation of the nature of knowledge and how human beings learn” (Ultanir,2012,p.195). http://web.mst.edu/~rhall/ed_psych/constructivism.gif

Cognitive Constructivism What it looks like in the classroom. What it does NOT look like in the classroom. Student centered. Student is a “thinker.” Builds on learner’s background knowledge and previous experience. Teacher is the co-explorer. Teachers encourage learners to formulate their own questions based on their own ideas and opinions to draw conclusions. It is “knowing” as a process. Knowledge is constructed. Teacher centered. Knowledge as a product. Skills in isolation. Morrow,L.M.(2009). Literacy Development in the Early Years. Boston, MA: Pearson Education.

References Cohen, L., Kim, Y.M. (Fen/Mar, 1999). Piaget’s equilibrium theory and the young gifted child: A balancing act. Roeper Review. (21)3, 201-206. Morrow,L.M.(2009). Literacy Development in the Early Years. Boston, MA: Pearson Education. Ultanir. E. (July 2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction 5(2), 195-212.