1. PIAGET’S WORLD VIEW 1. Human nature: positive, curious
2. Active individual
3. Interactionist: nature & nurture
4. Discontinuity: qualitative change, stages
5. Stages are universal

2. PIAGET’S CONTRIBUTIONS
Intelligent behavior helps organisms adapt to their environments.
People actively construct new understandings of the world based on their interactions.

3. PIAGET’S CONTRIBUTIONS
Young children, even infants, are intelligent. They think differently than older children and adults.
Focus on the processes of development.
Target: logico-mathematical thought.

4. PIAGET’S 3 PROCESSES OF DEVELOPMENT
1. ADAPTATION
process of adjusting to the demands of the environment.

5. PIAGET’S 3 PROCESSES OF DEVELOPMENT (CONT)
1a. ASSIMILATION: interpreting new information in terms of existing schemes.

6. PIAGET’S 3 PROCESSES OF DEVELOPMENT (CONT)
1b. ACCOMODATION: modifying existing schemes to better fit new information.

7. PIAGET’S 3 PROCESSES OF DEVELOPMENT (CONT)
2. ORGANIZATION
process of combining existing schemes into new and more complex ones.

8. PIAGET’S 3 PROCESSES OF DEVELOPMENT
3. EQUILIBRATION
process of searching for balance between cognitive structures and the environment.

9. STAGES OF COGNITIVE DEVELOPMENT

10. INFANCY SENSORI-MOTOR DEVELOPMENT
PERCEPTIONS (Sensori)
ACTIONS (Motor)

11. INFANCY SENSORI-MOTOR DEVELOPMENT
From
Reflexes, senses, and motivation

12. INFANCY SENSORI-MOTOR DEVELOPMENT
Object permanence
Planful thinking
Ability to solve problems in the head

13. SYMBOLIC DEVELOPMENT
SYMBOLS
something stands for something real

14. SYMBOLS symbolic play language, memory stories, fantasy, concepts
1. OBJECTS
symbolic play
2. WORDS
language, memory
3. IDEAS
stories, fantasy, concepts

15. PRESCHOOL AGE PRE-OPERATIONAL THOUGHT
1. SYMBOLIC FUNCTION: ability to make one thing represent something else
past, present, future
language
pretend play

16. PRESCHOOL AGE PRE-OPERATIONAL THOUGHT
2. PERCEPTUAL SALIENCE: understanding is dominated by single most perceptually salient feature
Child reasons based on how things appear rather than on logic

17. PRESCHOOL AGE PRE-OPERATIONAL THOUGHT
3. EGO-CENTRISM: view the world solely from one’s own perspective

19. MIDDLE CHILDHOOD CONCRETE OPERATIONS
1. Thought is operational: consists of internalized, reversible, organized systems of action
2. Thought is logical: can reason logically about concrete objects, events, and situations

20. Film Clip: Piaget Conservation

21. Criticisms of Piaget’s Theory
1. Underestimated the cognitive abilities of infants & young children

22. Film Clip: Baillargeon’s Impossible Event

23. Criticisms of Piaget’s Theory (Cont)
2. Claimed that broad stages of development exist
Overemphasized abruptness of shifts
May be more domain specific

24. Criticisms of Piaget’s Theory
3. Did not describe contribution of social environment
4. Too universal

25. SUMMARY OF PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

26. AGE: Newborn
DEVELOPMENT
Reflexes
Senses
Motivation

27. 1. SENSORI-MOTOR AGE: Infancy DEVELOPMENT Action schemes
Object permanence
Planful problem-solving

29. 2. PRE-OPERATIONS AGE: Early childhood DEVELOPMENT Symbolic thought
No logic

31. 3. CONCRETE OPERATIONS AGE: Middle childhood DEVELOPMENT: Logic
Still concrete
No hypothetical thought

33. LAST NAME, first name
Name the major advance and the major limitation for each stage of cognitive development.
1. Sensorimotor:
2. Preoperations:
3. Concrete operations:

34. END