SwitzerlandAlma materKnown for,Scientific careerFields,Influences,InfluencedRabbi,Jean Piaget (:,:, French:; 9 August 1896 – 16 September 1980) was a psychologist known for his work on child development. And epistemological view are together called '.Piaget placed great importance on the education of children.
Piaget - Psychology bibliographies - in Harvard style. Change style powered by CSL. The origins of intelligence in children 1952 - International Universities Press - New York. In-text: (Piaget, 1952) Your Bibliography: Piaget, J. The origins of intelligence in children. New York: International Universities Press, pp.17-50.
As the Director of the, he declared in 1934 that 'only education is capable of saving our societies from possible collapse, whether violent, or gradual.' His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies.Piaget created the International Center for Genetic in in 1955 while on the faculty of the and directed the Center until his death in 1980. The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as 'Piaget's factory'.According to, Jean Piaget was 'the great pioneer of the.' However, his ideas did not become widely popularized until the 1960s.
This then led to the emergence of the study of development as a major sub-discipline in psychology. By the end of the 20th century, Piaget was second only to as the most cited psychologist of that era. Main article:Piaget defined himself as a 'genetic', interested in the process of the qualitative development of knowledge. He considered cognitive structures development as a differentiation of biological regulations. When his entire theory first became known – the theory in itself being based on a structuralist and a cognitivitist approach – it was an outstanding and exciting development in regards to the psychological community at that time.There are a total of four phases in Piaget's research program that included books on certain topics of developmental psychology.
In particular, during one period of research, he described himself studying his own three children, and carefully observing and interpreting their cognitive development. In one of his last books, Equilibration of Cognitive Structures: The Central Problem of Intellectual Development, he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones.Piaget believed answers for the epistemological questions at his time could be answered, or better proposed, if one looked to the genetic aspect of it, hence his experimentations with children and adolescents. As he says in the introduction of his book Genetic Epistemology: 'What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.'
Stages The four development stages are described in Piaget's theory as:1.: from birth to age two. The children experience the world through movement and their senses. During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others' viewpoints. The sensorimotor stage is divided into six substages: I. Simple reflexes;From birth to one month old. At this time infants use reflexes such as rooting and sucking. First habits and primary circular reactions;From one month to four months old.
During this time infants learn to coordinate sensation and two types of schema (habit and circular reactions). A primary circular reaction is when the infant tries to reproduce an event that happened by accident (ex.: sucking thumb). Secondary circular reactions;From four to eight months old. At this time they become aware of things beyond their own body; they are more object-oriented. At this time they might accidentally shake a rattle and continue to do it for sake of satisfaction. Coordination of secondary circular reactions;From eight months to twelve months old. During this stage they can do things intentionally.
They can now combine and recombine schemata and try to reach a goal (ex.: use a stick to reach something). They also begin to understand in the later months and early into the next stage. That is, they understand that objects continue to exist even when they can't see them. Tertiary circular reactions, novelty, and curiosity;From twelve months old to eighteen months old. During this stage infants explore new possibilities of objects; they try different things to get different results.
Internalization of schemata.Some followers of Piaget's studies of infancy, such as argue that his contribution was as an observer of countless phenomena not previously described, but that he didn't offer explanation of the processes in real time that cause those developments, beyond analogizing them to broad concepts about biological adaptation generally. Kaye's 'apprenticeship theory' of cognitive and social development refuted Piaget's assumption that mind developed endogenously in infants until the capacity for symbolic reasoning allowed them to learn language.2.: Piaget's second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. Children's increase in playing and pretending takes place in this stage.
However, the child still has trouble seeing things from different points of view. The children's play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved.
By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage.
The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of 'why?' And 'how come?' This stage is when children want the knowledge of knowing everything.The Preoperational Stage is divided into two substages:I.From two to four years of age children find themselves using symbols to represent physical models of the world around them. This is demonstrated through a child's drawing of their family in which people are not drawn to scale or accurate physical traits are given.
The child knows they are not accurate but it does not seem to be an issue to them. II.At between about the ages of four and seven, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the 'intuitive substage' because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centration, conservation, irreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought.3.: from ages seven to eleven. Children can now conserve and think logically (they understand reversibility) but are limited to what they can physically manipulate. They are no longer egocentric.
During this stage, children become more aware of logic and conservation, topics previously foreign to them. Children also improve drastically with their classification skills4.: from age eleven to sixteen and onwards (development of abstract reasoning).
Children develop abstract thought and can easily conserve and think logically in their mind. Abstract thought is newly present during this stage of development. Children are now able to think abstractly and utilize. Along with this, the children in the formal operational stage display more skills oriented towards problem solving, often in multiple steps.Developmental process Piaget provided no concise description of the development process as a whole. Broadly speaking it consisted of a cycle:.
The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects. Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects.
This is the process of 'reflecting abstraction' (described in detail in Piaget 2001). At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of 'empirical abstraction'. By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new ' stage'. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
However, once the child has constructed these new kinds of knowledge, he or she starts to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child's activity and experience have been re-organized on this still higher level.This process may not be wholly gradual, but new evidence shows that the passage into new stages is more gradual than once thought. Once a new level of organization, knowledge and insight proves to be effective, it will quickly be generalized to other areas if they exist.
As a result, transitions between stages can seem to be rapid and radical, but oftentimes the child has grasped one aspect of the new stage of cognitive functioning but not addressed others. The bulk of the time spent in a new stage consists of refining this new cognitive level; however it does not always happen quickly. For example, a child may see that two different colors of Play-Doh have been fused together to make one ball, based on the color. However, if sugar is mixed into water or iced tea, then the sugar 'disappeared' and therefore does not exist to the child at that stage.
These levels of one concept of cognitive development are not realized all at once, giving us a gradual realization of the world around us.It is because this process takes this form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget's model of development explains a number of features of human knowledge that had never previously been accounted for. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures.
Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as 'birds', 'fish', and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the 'rules' that govern in various ways. For example, it is by this route that Piaget explains this child's growing awareness of notions such as 'right', 'valid', 'necessary', 'proper', and so on. In other words, it is through the process of, and that the child constructs the principles on which action is not only effective or correct but also justified.One of Piaget's most famous studies focused purely on the discriminative abilities of children between the ages of two and a half years old, and four and a half years old. He began the study by taking children of different ages and placing two lines of sweets, one with the sweets in a line spread further apart, and one with the same number of sweets in a line placed more closely together. He found that, 'Children between 2 years, 6 months old and 3 years, 2 months old correctly discriminate the relative number of objects in two rows; between 3 years, 2 months and 4 years, 6 months they indicate a longer row with fewer objects to have 'more'; after 4 years, 6 months they again discriminate correctly' ( Cognitive Capacity of Very Young Children, p. 141). Initially younger children were not studied, because if at four years old a child could not, then a younger child presumably could not either.
The results show however that children that are younger than three years and two months have quantity conservation, but as they get older they lose this quality, and do not recover it until four and a half years old. This attribute may be lost due to a temporary inability to solve because of an overdependence on perceptual strategies, which correlates more candy with a longer line of candy, or due to the inability for a four-year-old to reverse situations.By the end of this experiment several results were found. First, younger children have a discriminative ability that shows the logical capacity for cognitive operations exists earlier than acknowledged. This study also reveals that young children can be equipped with certain qualities for cognitive operations, depending on how logical the structure of the task is. Research also shows that children develop explicit understanding at age 5 and as a result, the child will count the sweets to decide which has more. Finally the study found that overall quantity conservation is not a basic characteristic of humans' native inheritance.Genetic epistemology According to Jean Piaget, attempts to 'explain knowledge, and in particular knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based'.
Piaget believed he could test questions by studying the development of thought and action in children. As a result, Piaget created a field known as genetic epistemology with its own methods and problems.
He defined this field as the study of as a means of answering epistemological questions.Schema A Schema is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The original idea was proposed by philosopher Immanuel Kant as innate structures used to help us perceive the world.A schema (pl.
Schemata) is the mental framework that is created as children interact with their physical and social environments. For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive.
At any age, children rely on their current cognitive structures to understand the world around them.
'This work, a second edition of which has very kindly been requested, was followed by La Construction du rěl chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work'-Foreword. (PsycINFO Database Record (c) 2007 APA, all rights reserved). Read more.Rating:(not yet rated)Subjects.More like this.
'This work, a second edition of which has very kindly been requested, was followed by La Construction du rěl chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression.
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The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work'-Foreword. (PsycINFO Database Record (c) 2007 APA, all rights reserved).