cognitive development theory of Jean Piaget with key concepts and three stages of mental development among children.

2. Jean Piagets Learning
Theory

3. Introduction of Jean Piaget
• Jean Piaget (1896 - 1980) was employed
at the Binet Institute in the 1920s,
• where his job was to develop French
versions of questions on English
intelligence tests.
• Piaget (1936) described his work as
genetic epistemology (i.e. the origins of
thinking).

4. Cont…
• Genetics is the scientific study of where
things come from (their origins).
• Epistemology is concerned with the basic
categories of thinking, that is to say, the
framework or structural properties of
intelligence.

5. Cont…
• Piaget (1936) was the first psychologist to
make a systematic study of cognitive
development.
• His contributions include a theory of child
cognitive development,
• detailed observational studies of cognition
in children, and
• a series of simple but ingenious tests to
reveal different cognitive abilities.

6. Cont..
• Before Piaget’s work, the common
assumption in psychology was that
children are merely less competent
thinkers than adults.
• Piaget showed that young children think in
strikingly different ways compared to
adults.

7. Cont..
• According to Piaget, children are born with
a very basic mental structure (genetically
inherited and evolved) on which all
subsequent learning and knowledge is
based.

8. Piaget's Theory Differs From
Others
• It is concerned with children, rather than
all learners.
• It focuses on development, rather than
learning process,
• so it does not address learning of
information or specific behaviors.

9. Cont…
• It proposes discrete stages of
development,
• marked by qualitative differences, rather
than a gradual increase in number and
complexity of behaviors, concepts, ideas,
etc.

10. Key concepts
• Schemas
• (building blocks of knowledge).
• Adaptation processes that enable the
transition from one stage to another
(equilibrium,
• assimilation and
• accommodation).

11. Schema
• Schema are the patterns of behavior that
children show in dealing with objects in
space.
• It is simple in children but complex in
adults

14. Assimilation
• Assimilation takes place when the
organism uses object in the environment
in the course of its activity
• It occurs when the new is drawn into old
behavior pattern and becomes part of the
child’s inner organization.

24. • For example
• When something new is perceived that
resembles the old or already familiar
object, it is used as would be the old
object
• It is however necessary the t the object or
event to be assimilated must fit an existing
schema

25. Accommodation
• Accommodation refers to adjusting the old
pattern to account for the new one.
• Hence new activities are added to the
infants previously learnt pattern and these
are modified to accommodate them.

30. Equilibrium
• Piaget say that when the organism fails to
handle the new situation with the help of
the previously learnt pattern of behavior
some sort of in equilibrium or imbalance is
created.
• However the individual tries to reduce
such imbalance.

34. • He does so by focusing his attention on
the stimuli that has caused the imbalance.
• He develops new schemes or adopts old
ones until the equilibrium is restored
• This process of restoring balance is called
equilibrium.

37. Stages

39. Sensorimotor stage (birth-2year)
• It involves senses and motor activities
• Object permanency “out of sight out of
mind”
• Self and the world
• Curiosity towards environment

40. Pre-operational Stage (2-7y)
• Semiotic function
• Ability to work with pictures, gestures,
words and symbols
• As for real bicycle a picture of bicycle
• Development of language by enlarging
vocabulary

41. Cont…
• Difficulty in conservation
• As a thinner but longer glass has more
water than wider glass

42. Egocentricism
• Children assumes that every one shares
their feelings, reactions and perspective.
• Means if he fears of dog, means everyone
have fear same.

43. Animism
• Children believes that each and everything
which moves by itself is alive until it
damages or broken

44. The concrete operational stage
• Principle of conservation
• Kids at this point of development begin to
think more logically, but their thinking can
also be very rigid.
• They tend to struggle with abstract and
hypothetical concepts.
• At this point, children also become less
egocentric and begin to think about how
other people might think and feel.

46. • Kids in the concrete operational stage also
begin to understand that their thoughts are
unique to them and that not everyone else
necessarily shares their thoughts, feelings,
and opinions.

47. • Classification
• Child can divide things into different sets
or sub sets and considering their
interrelationship

48. • Seriation
• It requires children to reason about
relations between classes.

49. • Transitivity
• The ability to logically combine relations to
understand certain conclusions

50. The formal operational stage
• Abstract thinking
• The abstract quality of formal operational
thinking is evident in verbal problem
solving.
• Ideal & imaginative thinking
• Ability to idealize and
• imagine possibilities

51. Adolescent ego-centricism
• Is the heightened self consciousness that
is reflected in adolescent beliefs that
others are as interested in them as they
themselves are.
• A sense of personal uniqueness.
• Desire to be noticed, visible and on stage.
• Tends to think that they are invulnerable.