Unit-10, Development Perpective of Piaget, 10-04-2021

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2 M.A.(Psy) DEVELOPMENT PERSPECTIVE OF PIAGET  Course Code: MAP601 DEVELOPMENT PERSPECTIVE OF  Semester: First PIAGET  E-Lesson: 10  SLM Unit: 10 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

DEVELOPMENT PERSPECTIVE OF PIAGET 33 OBJECTIVES INTRODUCTION  To enable students to gather a creative and in  The unit covers the Cognitive Theory depth understanding of psychology as a science. of Piaget  To understand the role and importance of various school of psychology. To familiarize students with recent development  The unit further discusses the contribution of Jean Piaget theory of  in the fields in the field of Psychology. cognitive development. Students will acquire and demonstrate knowledge of information pertaining to  personality and individual differences. . www.cuidol.in Unit-9,10(MMAAPP660011)) INSTITUTAEllOFrigDhIStTaArNeCrEesAeNrDveOdNwLiItNhECLUEA-IRDNOINL G

TOPICS TO BE COVERED 4 JEAN PIAGET DEVELOPMENT COGNITIVE DEVELOPMENT THEORY PERSPECTIVE OF PIAGET www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

JEAN PIAGET 5 • Born in switzerland in 1896. • Earned doctrate in natural science. • Began to study children in 1920. • “He suggested that children sort the knowledge they acquire through their experiences and interactions into groupings known as schemas.” https://images.app.goo.gl/RF9Ubyev7iBNGnzGA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Jean Piaget (1896-1980) : History 6 • Born: August 9, 1896, Switzerland • Died: September 16,1980 (Age 84) • Parents: Eldest son of Arthur Piaget and Rebecca Jackson. • Education: Received Ph.D. from University of Neuchatel in 1918. • Wife: Married to Valentine Chatenay in 1923 • Children: 3 children namely Jacqueline, Lucienne and Laurent whose intellectual development from infancy to language was studied by Piaget. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Introduction 7 • Jean Piaget (1896-1980) was one of the 20th century's most influential researchers in the area of developmental psychology. • He was originally trained in the areas of biology and philosophy and considered himself a \"Genetic Epistemologist\". • Piaget wanted to know how children learned through their development in the study of knowledge. • He administered Binet's IQ test in Paris and observed that children's answers were qualitatively different. • Piaget's theory is based on the idea that the developing child builds cognitive structures. • He believes that the child's cognitive structure increases with the development. • Piaget's Theory of infant development were based on his observations of his own three children. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

What is Cognition? 8 • The term cognition is derived from the latin word \"cognoscere\" which means \"to know\" or \"to recognise\" or \"to conceptualise\". • Cognition is \"the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.\" www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

What is Cognitive Development? 9 • Cognitive Development is the emergence of the ability to think and understand. • The acquisition of the ability to think, reason and problem solve. • It is the process by which people's thinking changes across the life span. • Piaget studied Cognitive Development by observing children in particular, to examine how their thought processes changed with age. • It is the growing apprehension and adaptation to the physical and social environment. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

How Cognitive Development occurs? 10 • Cognitive Development is gradual and orderly changes by which mental process becomes more complex and sophisticated. • The essential development of cognition is the establishment of new schemes. • Assimilation and Accommodation are both the processes of the ways of Cognitive Development. • The equilibration is the symbol of a new stage of the Cognitive Development. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Key Concepts : 11 • Schema : Schema is an internal representation of the world. It helps an individual understand the world they inhabit. They are cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas in them. For example, my schema for Christmas includes: Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

• Assimilation :It is using an 12 existing schema to deal with a All right are reserved with CU-IDOL new object or situation.Here, the learner fits the new idea into what he already knows.In Assimilation, the schema is not changed, it is only modified. Example : A 2 year old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father’s horror, the toddler shouts “Clown, clown” www.cuidol.in Unit-9,10(MAP 601)

• Accommodation : This happens when the existing schema 13 (knowledge) does not work and needs to be changed to deal with a new object or situation.In Accommodation, the schema is altered; a new schema may be developed. Example : In the “clown” incident, the boy’s father explained to his son that the man was not a clown and that even though his hair was like a clown’s, he wasn’t wearing a funny costume and wasn’t doing silly things to make people laugh. • With this new knowledge, the boy was able to change his schema of “clown” and make this idea fit better to a standard concept of “clown”. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

14 • Equilibration : Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. As a child progresses through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge ( assimilation) and changing behavior to account for new knowledge (accommodation). Equilibrium helps explain how children are able to move from one stage of thought to the next. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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The Sensorimotor 16 Stage (Birth to 2 yrs) - Infancy • Infants construct an understanding of the world by coordinating sensory experiences (seeing, hearing) with motor actions (reaching, touching). • Develop Object Permanence (memory) - Realize that objects exist even if they are out of sight. • Infants progress from reflexive, instinctual actions at birth to the beginning of problem solving (intellectual) and symbolic abilities (language) toward the end of this stage. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Preoperational Stage 17 (2-7 yrs) -Toddler and Early • This stage begins when tChehcihlidldhsotarotsdto use symbols and language. This is a period of developing language and concepts. So, the child is capable of more complex mental representations (i.e, words and images). He is still unable to use 'operations', i.e,logical mental rules, such as rules of arithmetic. This stage is further divided into 2 sub-stages : • Preconceptual stage (2-4 yrs) : Increased use of verbal representation but speech is egocentric. The child uses symbols to stand for actions; a toy doll stands for a real baby or the child role plays mummy or daddy. • Intuitive stage (4-7 yrs) : Speech becomes more social, less egocentric. Here the child base their knowledge on what they feel or sense to be true, yet they cannot explain the underlying principles behind what they feel or sense. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

The following are the key features of this stage : 18 All right are reserved with CU-IDOL • Egocentrism: The child's thoughts and communications are typically egocentric (i.e, about themselves or their own point of view). Eg.: \"if i can't see you, you also can't see me\". It is the inability to see the world from anyone else's eyes. It is well explained by Piaget as Three Mountain Task. • Animism: Treating inanimate objects as living ones. Eg.: children dressing and feeding their dolls as if they are alive. • Concentration: The process of concentrating on one limited aspect of a stimulus and ignoring other aspects. It is noticed in Conservation. Conservation on the other hand is the knowledge that quantity is unrelated to the arrangement and physical appearance of objects. Children at this stage are unaware of conseravtion. www.cuidol.in Unit-9,10(MAP 601)

Concrete Operational Stage 19 (7-12 yrs) them -Childhood and Early Adolescence The concrete operational stage is characterized by the appropriate use of logic. Important processes during this stage are : • Seriation: The ability to sort objects in an order according to size, shape or any other characterstic. Eg.: if given different-sized objects, they may place accordingly. • Transitivity: The ability to recognize logical relationships among elements in a serial order. Eg.: if A is taller than B and B is taller than C, then A must be taller than C. • Classification: The ability to group objects together on the basis of common features. The child also begins to get the idea that one set can include another. Eg.: there is a class of objects called dogs. There is also a class called animals. But all dogs are also animals, so the class of animals includes that of dogs. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

• Decentring: The ability to take multiple adpects of a situation into account. Eg.: the 20 child will no longer perceive an exceptionally- wide but short cup to contain less than a normally-wide, taller cup. • Reversibility: The child understands that numbers or objects can be changed, then returned to their original state. Eg.: the child will rapidly determine that if 4+4=8 then 8-4=4, the original quantity. • Conservation: Understanding that the quantity, length or number of items is unrelated to the arrangement or appearance of the object or item. • Elimination of Egocentrism: The ability to view things from another's perspective. • The child performs operations: combining, separating, multiplying, repeating, dividing etc www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Formal Operational Stage 21 (12 yrs & above) -Adolscence and systematic • The thought becomes increasAindgluy lftlhexoiboledand abstract, i.e, can carry out experiments. • The ability to systematically solve a problem in a logical and methodological way. • Understands that nothing is absolute; everything is relative. • Develops skills such as logical thought, deductive reasoning as well as inductive reasoning and sytematic planning etc. • Understands that the rules of any game or social system are developed by a man by mutual agreement and hence could be changed or modified. • The child's way of thinking is at its most advanced, although the knowledge it has to work with, will change. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Educational Implications 22 • Emphasis on discovery approach in learning. • Curriculum should provide specific educational experience based on children's developmental level. • Arrange classroom activities so that they assist and encourage self learning. • Social interactions have a great educational value for Piaget. Positive social actions, therefore should be encouraged. • Instruction should be geared to the level of the child. As the level of the child changes at each stage, the level of instruction or exploratory activities should also change. • Simple to Complex and Project method of teaching. • Co-curricular activities have equal importance as that of curricular experiences in the cognitive development of children. • Major Goals of education according to Piaget are critical and creative thinking. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

• Piaget's theory helped educators, parents and investigators to 23 comprehend the capacity of children in their different stages. • He made us conscious with the way children and adults think. • A lot of school programs have been redesigned taking as base Piaget's discoveries. • Piaget made a revolution with the developmental psychology concentrating all his attention to the mental process and his role with behavior. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

COGNITIVE STRUCTURES 24  Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence. These patterns correspond with stages of child development. Piaget based his theory on two biological tendencies: organization and adaptation.  According to Piaget there are two processes at work in cognitive development: assimilation and accommodation. • Assimilation occurs when we modify or change new information to fit into our schemas (what we already know). It keeps the new information or experience and adds to what already exists in our minds. • Accommodation is when we restructure of modify what we already know so that new information can fit in better. This results from problems posed by the environment and when our perceptions do not fit in with what we know or think www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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STAGES OF COGNITIVE 26 DEVELOPMENT 1. Sensorimotor Stage (Birth – 18months/2 years) • This stage involves the use of motor activity without the use of symbols. • Knowledge is limited in this stage, because it is based on physical interactions and experiences. • Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error. • Early language development begins during this stage. • Object permanence occurs at 7-9 months, Infants realize that an object exists after it can no longer be seen. https://images.app.goo.gl/XHhsitCJx9GVK9GSA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 27 DEVELOPMENT 2. Preoperational stage :(18-24months to7 years). • During this stage children begin to use language; memory and imagination also develop. • In the preoperational stage, children engage in make believe and can understand and express relationships between the past and the future. • More complex concepts, such as cause and effect relationships, have not been learned. • Intelligence is egocentric and intuitive, not logical. • Animism: when child feels inanimate objects also has feelings or life. https://images.app.goo.gl/dMq6a7CKXsZonpqz8 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 28 DEVELOPMENT https://images.app.goo.gl/dKRfd6v9g2c31huKA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 29 DEVELOPMENT 3. Concrete Operational Stage (7-11 years): • Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects. • Thinking becomes less egocentric with increased awareness of external events, and involves concrete references. https://images.app.goo.gl/R5Za22XxJWJuejnGA www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

STAGES OF COGNITIVE 30 DEVELOPMENT 4. Formal operational stage (adolescence through adulthood ): • Adolescents and adults use symbols related to abstract concepts. • Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts. • Piaget believed that intellectual development was a lifelong process, it involves developing more complex schema through the addition of knowledge. https://images.app.goo.gl/YXTFQBDTzgEamn9E8 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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CRITICISM 32 • First, critics argue that by describing tasks with confusing abstract terms and using overly difficult tasks, Piaget under estimated children's abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills. • Second, Piaget's theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown diversity in children's thinking across cognitive tasks. • Third, according to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent that Piaget originally thought, especially in their practical knowledge. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

MULTIPLE CHOICE QUESTIONS 33 1. Which of the following is the equation gave by Kurt lewin? a. B=f(p.e) b. E=f(b.p) c. f=b(p.e) d. p=e(f.b) 2. when we modify or change new information to fit into our schemas is known as______. e. Accomodation f. Equilibrium g. Assimilation h. Schema Answers: 1. a. 2.c. Unit-9,10(MAP 601) All right are reserved with CU-IDOL www.cuidol.in

MULTIPLE CHOICE QUESTIONS 34 3. Which of the following types of conflict involves two negative goals and is a fairly common experience? a. Approach-Approach Conflict b. Avoidance-Avoidance conflict c. Approach-Avoidance conflict d. Multiple approach-Avoidance conflict 4. What is the correct sequence of cognitive development stages by Piaget? a. Concrete operational- sensorimotor- formal operation- preoperational b. Sensorimotor – preoperational-formal operational- Conrete operational c. Sensorimotor– preoperational– concrete operational – formal operational d. Formal operational– senorimotor– Concrete operational –Preoperational Answers: 3.b 4.c. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

FREQUENTLY ASKED QUESTIONS 35 1. Highlight the significance of field theory given by Kurt Lewin. 2. Elaborate the cognitive developmental stage given by jean piaget. 3. What is conflict? Elaborate on its types with the help of examples. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

REFERENCES 36 • Retrieved: https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2011/07/psych 406-5.3.2.pdf • Retrieved: https://www.massey.ac.nz/~wwpapajl/evolution/assign2/DD/theory.html • Hergenhahn, B.R. & Oslon, M.H.(2001). An Introduction to theories of Learning 6th Edition. New Jersey, USA: Prentice Hall. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

37 THANK YOU www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL