Miss.KAMLAH 1

Miss.KAMLAH 2

Jean Piaget (1896–1980):

A Swiss psychologist, introduced concepts of cognitivedevelopment that have roots similar to those of both Freud and Erikson and yet separate from each. He studied his own children (small group) to develop his theory.

Piaget defined four stages of cognitive development within each stage are finer units or schemas.

Each period is an advance over the previous one. To progress from one period to the next, a child reorganizes his or her thinking processes to bring them closer to adult thinking

Miss.KAMLAH 3

• He believed that the child’s ability to think matures naturally. And described children as constructivist

## What is Intelligence?

According to Piaget, it is a basic life function that enables an organism to adaptto its environment.

All intellectual activity is undertaken with one goal in mind: cognitive equilibrium

Miss.KAMLAH 4

Equilibrium

Example

Toddler who has never seen anything fly but birds thinks that all flying objects are birds

Miss.KAMLAH 5

Adaptation

• Is an inborn tendency to adjust to the demands of the environment.

• The goal of adaptation is to adjust to the environment; this occurs through assimilation and accommodation.

Miss.KAMLAH 6

Assimilation

Example

Is the process of interpreting new experiences by incorporating them into existing schemes.

Seeing an airplane flying prompts the child to call it

a bird

Miss.KAMLAH 7

Accommodation

Child experiences conflict upon realizing that the new birds has no feathers.

Concludes it is not a bird and asks for the proper term or invents a name. Equilibrium restored

Example

Is the process of modifying existing schemes in order to incorporate or adapt to new experiences.

Miss.KAMLAH 8

Organization

Example

Forms hierarchal scheme consisting of a super ordinate class (flying objects) and two subordinate classes (birds and airplanes).

Is the process by which children combine existing schemes into new and more complex intellectual structures.

Miss.KAMLAH 9

1. The Sensorimotor Stage (Birth to 2 yrs)

2. The Preoperational Stage (2 to 7 Yrs)

3. The Concrete-Operational Stage (7 to 11 Yrs)

4. The Formal-Operational Stage (11-12 Yrs and Beyond)

Miss.KAMLAH 10

Infant & Toddler

In this period (which has 6 substages), intelligence is demonstrated through motor activity without the use of symbols.

Knowledge of the world is limited because it is based on physical interactions/ experiences.

Physical development (mobility) allows the child to begin developing new intellectual abilities.

Some symbolic (language) abilities are developed at the end of this stage.

Miss.KAMLAH 11

month) 1-(birthReflex activity. 1

Exercising and accommodation of inborn reflexes.Stimuli are assimilating into mental images.

Behavior entirely reflexive.

months.)4 -1(Primary circular reactions. 2

Hand-mouth & ear coordination develop. Infant look at things & separate them from parents.

Repeat acts centered on his own body (infant bring his thump to his mouth for a purpose : to suck it)

The 6 Developmental substages of Problem-Solving abilities: Infant

Miss.KAMLAH 12

months.) 8 -4(Secondary circular reactions. 3

Child learn to initiate, recognize and repeat pleasurable experiences from

environment.

Child learn that objects in the environment are permanent. Example. When mother out of their sight, they

know that she is there.

They also learn to repeat activities that is separated from the child’s own body.

Example. hitting mobile objects

Infant

Miss.KAMLAH 13

months.) 12 -8(Coordination of secondary schemes. 4

The child demonstrate goal directed behavior.

They plan for their activities at attain specific goal. Example. they will go to kick a ball, because they know it will move.

Also, they recognize shapes, sizes of familiar objects, because their sense of separation is increased.

They combine acts to solve simple problems.

Infant

Miss.KAMLAH 14

months.) 18 -12(Tertiary circular reactions. 5

They experience new ways to find new methods to solve problems.

The child use trial & error to discover new characteristics of objects &

events.

So he will be able to understand actions & its cause. E.g. hitting a ball.

In addition to their perception of space, time & permanence.

Toddler

Miss.KAMLAH 15

months.)24 -18(Symbolic problem solving. 6

Inner experimentation without relaying on trial-and-error experimentation. know

cause & effect.

Child in this phase become able to think through projecting the solution for a

problem.

Example. If he given a box, he will investigate how to open it from the top.

Which leads Piaget to conclude that the child use his memory in this phase.

Toddler

Miss.KAMLAH 16

Thinking become more symbolic; he can arrive to answer mentally instead of through physical

attempt.

Child is Egocentric, unable to see the viewpoint of another e.g. (the toddler could say about the car:

“this is the vehicle that my mum take me to school”.

The concept of time is now; and the

concept of distance is as far as he can see.

Toddler

Miss.KAMLAH 17

Toddler

The child displays static thinking; he is unable to remember what does he was started to talk, so at the

end of the sentence he talk about another topic.

Toddler draw conclusion from obvious facts they see. E.g. “daddy is shaving, so he will go to work; because he saw him yesterday shaved then went to work. Or, when nurse put clean sheets, he think that he will go

to sugary as what happened yesterday.

They have difficulty in viewing objects as being different from another.

Miss.KAMLAH 18

Preschool

Intuition thought started: is the later substage of preoperations, from age 4-7, when the child’s thinking

about objects and events is dominated by prominent perceptual features.

Children look at objects & see only one characteristic. e.g. see banana as yellow but not long or as they taste

medicine as bitter; but do not understand that it is good for them.

They also have the role of fantasy, they will take information in then change them to fit their

environment. This effect will accommodate later in this stage.

Miss.KAMLAH 19

The intuitive period:

Here cognition is described as:

a tendency to focus on one aspect of a Centeredsituation and not on others due to their inability to

understand:

Conservation- recognition that the properties of an object or substance do not change when its

appearance is altered in some superficial way. e.g. water is glass.

Reversibility- ability to reverse an action by mentally performing the opposite action or ability

to retrace steps.

Preschool

Miss.KAMLAH 20

(7-12 years) Elementary and early adolescence

This stage is characterized by 7 types of conservation: number, length, liquid, mass, weight, area, and volume.

Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects.

Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.

Miss.KAMLAH 21

Here children are said to think more logically about real objects and experiences

ability to understand cause-effect relationships.

They learn conservation of numbers at age of 7, and quantity at 7-8; and weight at 9; and volume at 11.

Reasoning thinking is tend to be inductive: from specific to general. E.g. the toy is broken, the toy is made of plastic, so all plastic toys break easily.

(7-12 years) Elementary and early adolescence

Miss.KAMLAH 22

(Adolescence and adulthood)

Intelligence is demonstrated through the logical manipulation of symbols related to abstract concepts.

Piaget saw it as the time when cognitive development achieve its final form.

They uses scientific reasoning with past, present & future.

They apply the deductive reasoning; plastic toy break easily, the toy they hold is plastic, it will break easily.

Miss.KAMLAH 23

• A psychologist, studied Piaget’s theory and developed a theory on the way children gain knowledge of right and wrong or moral reasoning.

• Recognizing moral reasoning helps determine whether children can be depended on to carry out self -care activities such as administering their own medicine (i.e. , whether a child has internalized standards of conduct so he or she does not “cheat” when away from external control)

Lawrence Kohlberg (1927–1987),

Miss.KAMLAH 24

Moral stages closely approximate cognitive stages of development, because a child must be able to think abstractly (be able to conceptualize an idea without a concrete picture) before being able to understand how rules apply even when no one is there to enforce them.

He believed that there were sixidentifiable stages that could be classifiedinto three levels.

Miss.KAMLAH 25

1- pre-conventional, that includes: infant, toddler and preschool age.

2- conventional, that includes school age.

3- post-conventional, that includes adolescence.

Miss.KAMLAH 26

Conventional Level-Kohlberg’s Pre

Stage one : children behave according to

socially acceptable norms because they are told to do so by some authority figure. (e.g. parents).

Therefore, obedience is attained by the threat or application of punishment.

Stage two: children conform to society’s rules

in order to receive rewards.

Miss.KAMLAH 27

Kohlberg’s Conventional Level

Stage three:

Is characterized by people wanting to do what will gain the approval of others.

Stage four:

Is characterized by abiding with the law and responding to one’s duty as a citizen. When this happens, people avoid fault and guilt.

I did not do it

Miss.KAMLAH 28

Conventional Level-Kohlberg’s Post

Stage five:

Is an understanding of social welfare and a true interest in other people.

Stage six:

Is based on respect for a universal principle and requires people to be guided by their own individual conscience.

Miss.KAMLAH 29

Phase

Infant

Pre-conventional phase Self Interest

Infant learn that actions they did is right when they are not punished and wrong if their parent punished them (or label the behavior as “bad”).

Miss.KAMLAH 30

Phase

Toddler

Pre-conventional phase

They begins to formulate a sense of right & wrong, but their reason for doing right is centered most strongly because

( parents says so) rather than social or spiritual motivation.

Toddler may not obey requests of people other than their parents, because they do not view their authority as being at the same level as their parents.

Miss.KAMLAH 31

Phase

Pre-school age

Pre-conventional phase

They tend to do good out of self-interest rather than out of true intent to do good.

At this stage, children imitate the actionsof others, which will make them do right as well as wrong actions.

Miss.KAMLAH 32

Phase

School age

Conventional phase Social Approval

Children enter the phase of moral development, or what termed as “nice girl” or “nice boy” stage.

They in engage in action that are nice or fair rather than necessarily right.

Example. Sharing is nice taking turn is fair.

Miss.KAMLAH 33

Phase

Adolescence

Post-conventional phase Abstract Ideas

In which they become capable of abstract thought, they do what they thought is right regardless of whether any one is watching

( the mature form of moral reasoning).