2. Fundamental Aspects of Human Development, According to Piaget
Children are active agents in shaping their own development, that is, children’s behavior and development are motivated largely intrinsically rather than extrinsically.
Constructivist theory
Organismic world view
Cognitive Adaptation
Adapt to their environment. Will do a gradual understanding of the world
Children as inherently active, continually interacting with the environment,
Children are active in developing or constructing their worlds,

3. Adaptation: assimilation and accommodation
Using already existing knowledge in learning new things
Use existing scheme to deal with the unfamiliar object, people.
Assimilation
Modify or change their schemas, or ways of behaving and thinking, in order to adjust to a new situation.
Accommodation
Functional invariants
They don’t change but use as scheme

4. The four stages of cognitive development
Sensorimotor stage (birth to 2yrs.)
Preoperational stage (2 to 7 yrs.)
Concrete operations stage (7 to 11yrs.)
Formal operations stage (11 ~ )

5. Sensorimotor stage (birth to 2yrs.)
Most impressive and dramatic areas of development
Motor development
Develop of thought in action
Mind: infant’s action on the objects and people
Pulling a cloth to obtain an out-of-reach toy
They learn that objects continue to exist even though they cannot be seen or heard.
Able to reason through thought as well as through action

6. Infants Shape perception Size constancy Shape constancy
Perception of object unity
Perception of subjective contour
Perception of face, voice
Preference for attractive faces
Imitation
Object of permanence
Violation of expectation technique
Drawbridge study
The number of objects in an event
Discriminate different numbers of items
Memory limitation (searching visible and invisible location
Habituation
Brown bear brown bear
What do you see?

7. Piaget and cognitive development theory

8. Cognitive Development: information-processing approaches
The human mind as a complex system through which information flows.
Three components of mental system.
Information is received from the environment and encoded in some form.
A variety of internal processes, such as memory storage, problem-solving strategies, or relating new information to existing knowledge, act on the information and transform it.
The individual is able to change their cognitive structures in order to act on the information.
 So children develop increasingly improved ways of acting on the world. (Use of boxes to get a jar on the top of a cupboard)

9. III. Two broad aspects of mind changes
The size or capacity of its processing units
Age related or genetically developed cognitive or intelligent capacity
hardware
The variety and effectiveness of the strategies and action capabilities that allow more efficient use of the information.
software
Information passes smoothly through the mind, rather than in discrete or separate steps or stages.

10. Comparing information –processing approaches with Piaget’s approach.
Something in common
Specify children’s abilities and limitations as development proceeds and both try to explain how new levels of understanding develop from earlier, less advanced ones.

11. Information processing approaches
Differences
Information processing approaches
put the great importance on the role of processing limitations in limiting children’s thinking and reasoning at any point in time.
Emphasize the development of strategies and procedures for helping to overcome these limitations-
Quantitative change in processing capacity.: child’s information processing capacity has increased
Piaget
Discusses developmental changes in terms of the child gradually constructing logical frameworks for thought
Qualitative change in thinking: differences in the different stages of development

12. Piaget and Behaviorism

13. Behaviourism Introspectionism Classical Conditioning
Ivan Petrovich Pavlov ( )
Vygotsky ( )
The analysis of self-reported perceptions
Introspectionism
Operant conditioning: Manipulating received reinforcement
Classical Conditioning
Objective Method
Pavlov’s Dog
Association between what happened and effect

14. Thorndike’s law of effect
Stimulus
Responses
Responses
Stimulus
Likelihood of an action being repeated is increased if it leads to reward, and it decreased if it leads to punishment.
The infant is born with little more than the machinery of conditioning, and infancy and childhood consists of constant warping and molding under pressure of the environment.
Even language learning
Reductionist
Criticism
Denies the role of the mind as an object of study and reduces all behaviour to chains of stimuli

15. What are the differences between Piaget and behaviourism?

16. Piaget and Social Learning theory
Think and Talk
Role of Interaction & Instruction

17. Metaphors of mind: how do we talk about how we think?
Mind remember, searching, looking for, from our memories. Metaphorically physically place or room
Reasoning picturing, making a mental model of, talking to oneself, image,, prove, or explain, demonstrate, more physical activities
Metaphor

18. Thought as internalized action
Piaget shares with Vygotsky a similar conception of the relations between action and thought.
Foundations of mental processes lie in action-in the world.
Consideration of motor activity
Human knowledge
&
Intelligence
Practical problem-solving

19. Initially, reflex responses to internal and external stimulation
With experience, starts to discover some of the predictable patterns in his experience.
Intending to produce anticipated end results through his own actions,  true intelligence (e.g. many tools for one goal)
Exhibits a sequence of different actions to achieve the same purpose  anticipating or desiring a state of affairs, being able to hold or represent what is sought in mind and trying out various actions that, in the past have accomplished desired ends,
Mental actions start to substitute for physical actions; action is being internalized to form thought

20. Sensory motor learning mental operations ?
Their effects can be reversed (an observed).
Understanding there are variant and invariant properties and some actions changes the configuration of the blocks is operations.
Piaget; under 7 do not recognize
Recognizing the fact is operations.
Mental operation
Physical activities

21. Such mental operations are abstracted from physical and mental actions, they have a special status.
Although, they are derived from practical experience they are not a direct product of learning in any simple sense.
One may observe an action but not an operation.
Operations are mental constructions which the child creates to make sense of his experience of the world.

22. Piaget’s approach to language and cognition
If Piaget places action at the foundation of thought, where do perceptual images and verbal thinking come on the scene?
How does Piaget’s theory tackle the notion of mental images and what implications does his view have for teaching and learning?
Perception and thought

23. Perception and thought
Piaget relegates perception to action.
Infant sees an object, what he perceives, recognizes and shows about it depends upon his past actions. (schemata?)
Perception, also involves activity.  what we see is determined, in part, by where we look what we remember is largely dictated by what we attend to.
A child’s ability to control where and how he looks at things is itself determined by his stage of development.

24. Preoperational children don’t have logic.
Unreliable and idiosyncractic than ---
Any attempt to teach them by demonstrating how things work is bound to fail.

25. Language and thought Perceptions: realization, recognition.
Thinking: thinking logically and leads to a certain action.
Language for Piaget, is a system of symbols for representing the world. As distinct from actions and operations which form the processes of reasoning
Teaching a certain word, number, or teaching the abstract, invariant property that we call number, (e.g. blocks) do not work until a child reaches to an operational thinking.

26. So
Such an understanding is constructed by the child through his own, self-selected problem solving; not through any direct efforts of his teachers.

27. Preoperational stage (2 to 7 years)
Solve practical, concrete problems
By the intelligent use of means ends problem-solving, the use of tools, requesting objects, asking for things to happen, and other means
Communicate well and represent information and ideas by means of symbols
In drawing, symbolic play, gesture, and particularly speech.
Egocentric: find it difficult to see things from another’s point of view)
Animism in their thinking: they ten to attribute life and lifelike qualities to inanimate objects: is the sun alive? Of course, otherwise, it wouldn’t follow.
Centration: the focusing or centering of attention on one aspect of a situation to the exclusion of others.
conservation task: conservation of numbers. (Smarties)

28. Task
Look at the activities and think about the optimal way of learning phonics for pre-operational thinkers.
Use of
Three mountain perspectives (Centration, egocentric, Equilibrium)
Conservation tasks
Phenomenism vs Realism

29. 2 yr olds Understanding spatial relations Credible shrinking room
Conservation of number, liquid, length, and mass: 6 – 7 yrs.
Conservation of mass/weight is mastered 9
Conservation of volume:

30. Class inclusion
Transitive inferences: A>B>C
Perspective taking: Three mountains