What he says?Listen to Piaget quotes, and have a sense of his theory.
|
"In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning. "
"Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations." "Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality." "The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes." "The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. " > More quotes of Piaget |
Click this picture to see what's behind. It's about a typical Piaget experiment.
~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~
Piaget AssumptionsPiaget developed a theory of cognitive development based on multiple assumptions of how learners interact with their environment and how they interact with new information and knowledge. He proposed that:
1) children are active learners 2) construct knowledge from experiences in their environments. 3) children learn through assimilation and accommodation, 4) and complex cognitive development occurs through equilibration. 5) Interaction with physical and social environments is key for cognitive development, and 6) development occurs in stages. |
> Click the picture
|
> Click the picture
|
Assimilation & AccommodationPiaget believed that the process of understanding and change involves two basic functions: Assimilation and accommodation.
Assimilation describes how humans perceive and adapt to new information. It is the process of taking one’s environment and new information and fitting it into pre-existing cognitive schemas. To Piaget, assimilation is integrating external elements into structures of lives or environments or those we could have through experience. Accommodation is the process of taking one's environment and new information, and altering one's pre-existing schemas in order to fit in the new information. Piaget believed that all children try to strike a balance between assimilation and accommodation, which is achieved through a mechanism he called equilibration.He believes that the human brain has been programmed through evolution to bring equilibrium, and to move upwards in a process to equilibrate what is not. |
Stages of Cognitive Development1. Sensorimotor stage (0~2 yrs): childern's knowledge is limited to sensory perceptions and motor activities, they utilize born skills and abilities (such as looking, sucking, grasping, and listening) to learn more about the environment. > More info
2. Preoperational stage (2~7 yrs): children become increasingly adept at using symbols when in playing and pretending, but they annot mentally manipulate information, and are unable to take the point of view of other people (termed egocentrism). > More info 3. Concrete operational stage (7~11 yrs): children gain a better understanding of mental operations, they begin thinking logically about concrete events, but still have difficulty understanding abstract or hypothetical concepts. > More info 4. Formal operational stage (12~adult): people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. > More info |
> Click the picture
|
> Click the picture
|
SchemaA schema describes both the mental and physical actions involved in understanding and knowing. Schemas are categories of knowledge that help us to interpret and understand the world. In Piaget's view, a schema includes both a category of knowledge and the process of obtaining that knowledge. As experiences happen, this new information is used to modify, add to, or change previously existing schemas.
For example, a child may have a schema about a type of animal, such as a dog. If the child's sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs. Suppose then that the child encounters a very large dog. The child will take in this new information, modifying the previously existing schema to include this new information. > Click the picture
|
~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~
Piaget's Theory in Videos
~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ +~~ + ~~ + ~~ + ~~ + ~~
Now you know better of Piaget's theory ?
Prove it, and find more info after the answers ......
More details you might miss for Piaget's theory ~~~
Bottom-up .vs. Top-downIn bottom-up processing information is analyzed at ever-increasing levels of complexity, each level proceeding from the results of the previous level. People compare their representations of objects with templates stored in memory. This is data driven. Accommodation is like bottom-up processing. One adjusts or accommodates one's cognitive structure to the data as it is presented.
> More info |
Pushing .vs. pullingPiaget emphasized that instruction had to happen at the right time to be useful It’s more of a pushing function than pulling. It is recommended that teachers take an active, mentoring role toward students. Instead of pushing information at students while they sit and listen passively, share the learning experience and encourage students to be active and engaged. Take your students seriously and respect their ideas, suggestions and opinions. > More info
|
Egocentric .vs. socialPiaget claimed that young children are egocentric. At any age, children rely on their current cognitive structures to understand the world around them. Due to egocentrism, the child is only concerned with the final outcome of an event rather than another’s intentions. Social speech follows egocentrism, at age 7-12 children became less egocentric and could appreciate viewpoints other than their own. > More info
|
Peers .vs. TeacherPiaget focuses on social interactions of peers, instead of child-teacher. Peer interactions create opportunities for disequilibrium to force new accommodations and assimilations.
The teacher's role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. > More info |
~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~ + ~~
Piaget stated: "When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence."
|