1. COGNITIVE DEVELOPMENT Piaget

2. Cognitive Development Transitions in patterns of thinking, reasoning, remembering and problem solving – processing Operation = internal or mental transformations Perception and processing of information and experiences - learning

3. Background Exceptional – by 16 had 21 published scientific articles; biology – mollusks Worked w/ Binet – IQ –psychology Greater interest in wrong answers and ideas about how children

4. Process Gradual changes over time Biological maturation Process is universal – content varies Schemas Social experience – interaction w/people and environment Complementary processes Assimilation Accommodation

5. Schemas Internal representation of the world Framework on which knowledge is based Simple schemas move to the more complex – experience and maturation  Mom = source of comfort, can find her among others

6. Equilibrium and Disequilibrium Child needs stable internal world If new experiences don’t match existing world then disequilibrium exists The child accommodates to restore balance– alters perceptions of how things work -- accommodation

7. Processes Assimilation – layer on existing experiences – fits into schema Accommodation – create new cognitive structures – alters schema

9. Sensori Motor B-18M Object permanence Primary circular reaction Secondary circular reaction Tertiary circular reaction

13. Pre Operational 2-7 CAN DO symbolic thought Limitations in thinking - key Egocentrism -- Animism Centration No conservation – mass volume No reversibility Artificialism

19. Concrete Operational 7-P Mastered the limitations of pre-op thinking Gradual process

21. Formal Operational P-D Abstract thinking Use of logic Systematic thinking Evaluation of consequences

23. Critique Stages not tied to individual underestimation of children’s thinking Many (30%) don’t reach level of formal operation Western culture

24. Kohlberg & Gilligan Moral reasoning

25. Kohlberg: Basic idea Ability to reason morally tied to level of cognitive ability Reasoning not actions/choices Interest in WHY Heinz’ Dilemma Justice and principles orientation

26. Gilligan: Basic idea Females reason different from males Care and responsibility orientation Relationships and other directedness

27. Level I: Pre conventional Stage 1 – punishment and obedience orientation – right/wrong based on fear of punishment Stage 2 – naïve reward (naïve instrumental hedonism) orientation – seek rewards

28. Level II: Conventional Stage 3 – “good boy, good girl” morality orientation – seek approval from significant others Stage 4 – authority (“law and order” orientation – conformity to rules, often rigid – society’s approval

29. Level III: Post Conventional Stage 5 – social contract orientation –not dependent on the approval of other – rather a mutual agreement about rights – more flexible – can change the contract Stage 6 – morality of individual principles (universal ethical principles-moral conduct based on human rights that transcend law and government – willingness to take consequences if break

30. Gilligan: Level I: selfish – what do I want/need Level II: sacrifice – responsibility to others before own needs Level III: balance –greatest good for both self and others

32. Evaluation and Critique High correlation between reasoning and behavior People show mixture of reasoning and behaviors – adjacent stages Males and females both employ “principles and justice” and “care and responsibility” Western culture