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child paedagogy
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There are many theorists who have given theories on child
development. The theories are grouped as below
Child
Development Theories
Psycho-Analytic Theories
Sigmund - Freud
Cognition Based Theories
Jean Piaget Lev Vygotsky Bruner
Behaviour Based Theories
B.F. Skinner J.B Watson Ivan Pavlov
Social Development
Based Theories
Albert Bandura Lev Vygotsky
In this slide we will just cover Piaget’s theory
Jean piaget studied lot of children. He believed that children were not
less intelligent than Adults but there way of thinking was different
from adults
Piaget’s theory has three main components
Schemas: Building Blocks of Knowledge
Adaptation process which enables the transition from one state to
another. The adaption process included equilibrium, assimilation
and accommodation
Four Stages of development
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
According to piaget schema’s are the units of knowledge which help us to understand the world. Various schema’s are linked to one another
For example a child see a four legged animal with a tail and come to know that it is a horse. The schema for horse would be formed
Four legged animal
with tail and 5 ft in
height is horse
Later the child see a cow and calls it a horse as per his existing schema. But the parents tell that it is not a horse but a cow. The child will modify the existing schema for horse and make new schema for a cow
Four legged animal
with tail and 5 ft in
height and specific
shape of a horse is
horse
Four legged animal
with tail and 5 ft in
height and specific
shape of a cow is a cow
Schema for Horse
Schema for Cow Modified Schema for Horse
Later the child see a small horse and calls it a dog. But parents correct
him that is a small horse. Child will modify his existing schema for
horse
Four legged animal with tail and 5 ft in
height and shape specific to horse is
horse. The horse can be small which is
also four legged and shape similar to
horse
Modified Schema for Horse
So with experience existing schemas are modified and new schemas are formed
Sometimes persons see new things but they are not ready to change their schemas. In other words they will not accept new information. We call such people as old-fashioned people or biased to one set of information.
Children have schema right from time they are born. For example
a new born child would have a sucking schema. Whenever we
touch anything like a nipple or finger to child’s lips the child
starts to suck that thing
Similarly child has grasping schema. Whenever we touch anything
to palm of child’s hand the child grasps that thing
In general there are schemas in the mind right from the birth.
These schemas are very simple at the start but they keep on
becoming complex as we mature and interact with the
environment
The process of taking in new information into our already existing schemas is called assimilation
For example you have a schema that cars from Maruti are very good. You bought a new car but it started giving problem after one month. The company replaced the car and gave you a new car
If you use the process of assimilation then you might think that its was just one off case of manufacturing defect. The company is good since they replaced your car
Similarly if a child thinks that a four legged animal, 5ft in height and having a tail is a horse. Later the child see a cow and thinks that it is also a horse. This is also assimilation
In both cases you are not changing your opinion about the company or the horse. It is in line with your existing schema. This is an example of assimilation
The process of taking in new information and altering our schemas to interpret the information is called Accommodation
For example in case of Maruti Car, the replaced car also starts giving problem. One of your friend also bough a Maruti car and is facing the same problem. This would lead to disequilibrium in your mind. Now your opinion might change and you would think that Cars from Maruti are not good. This would result in altering of the existing schema resulting in accommodation
Similarly if a child thinks that a four legged animal, 5ft in height and having a tail is a horse. Cow is also a horse to a child. But parents of the child tell the child that cow is not a horse. This would lead to alteration of schema in the child’s mind.
In both cases you are changing your opinion about the company or the horse. It is not in line with your existing schema. This is an example of accommodation
Post accommodation the mind would again be in equilibrium.
There are Four Stages of development
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Sensorimotor Stage (0-2 Years)
In this stage child learns mainly by their senses such as taste, smell etc.
He also learns by his motor movements such as creeping and walking
Child in this stage is completely egocentric where he has no view of the world other than his own view
Child achieve object permanence by the end of this stage. Object permanence means that the thing exists even if we do not see them. E.g. If we show a toy to a five month old child he gets existed but if toy is hidden the child soon forgets that the toy existed. This means for a five month old child object permanence does not exist. On the other hand, if we same is done with 1.5 year child he looks for the toy even after it is hidden. For a 1.5 years old child object exists even if it us hidden. Hence, object permanence exists for a 1.5 year child.
This stage is from 2-7 Years. During this stage children cannot use logic and Combine separate idea
Some Key Features of this stage are
Egocentrism: The child is egocentric at the start of this stage. Child assumes that other people see, hear and feel exactly the same as the child does. By the end of this stage child becomes less egocentric and they also start playing with other children and share their toys
Language Development: Child also leans to speak language during this stage
Symbolic Representation: Child learns symbolic representation during this stage. They can use anything to represent something else. For example they can use a broom to represent it as a horse
Pretend Play: Children pretend to be doctors, policemen, teachers while playing. They tent to be pretend someone else which they are not
Animism: Children believe that all objects that all objects such as toys and teddy bears have human feelings and intentions
Artificialism: Children believe that certain things in environment are manufactured by the people. For example clouds in the sky
Two more aspects which are important during this stage are conservation and Centration
Centration means that child can focus on only one aspect at a point during this stage. For example, if you arrange two rows of 5 blocks such that one row has more space between the blocks and is longer. But if you ask children which row as more blocks then a child would answer that longer row has more blocks. This is because child cannot concentrate on two aspects (length and number) at the same time
Conservation is the understanding that something stays the same in quantity even though its appearance changes. Child does not understand conservation at this stage. For example if the same amount of liquid from a big container is put into a long and narrow glass then child would think that longer glass has more liquid
This stage is from 7-11 years and marks the
beginning of logical or operational thought but the
child can apply logic only to physical objects
Child learns to apply the principle of conservation,
seriation , reversibility and decentring
Conservation:- Child learns that something stays
same in quantity though its appearance may
change. E.g. If the liquid is put from a wide
container into a narrow long glass then the child
understands that the liquid is same in both the
containers
Seriation:- It involves the mental ability along a quantifiable dimension. For example, the
arrangement of balls from small to big sizes
Reversibility:- Child understands that the things can be reversed. For example, If water is freezed
into ice then it can be melted back to water
Decentring means that child can focus on many aspects during this stage. For example, if you arrange
two rows of 5 blocks such that one row has more space between the blocks and is longer. But if you
ask children which row has more blocks then a child would answer that both rows have same number
of blocks. This is because child can concentrate on two aspects (length and number) at the same
time
This stage is form 11 years onwards
In this stage child gains the ability to think in an abstract manner that
he becomes capable to think about the imaginative world
Child can think creatively, use abstract reasoning and imagine the
outcome of particular actions
For example, If a child is asked if A is taller than B and B is taller than
C, who is the tallest? In this question child needs to do abstract
thinking about the thing he has not experienced. Child in formal
operational stage would be able to do this thinking in his mind. In case
the child is not able to do thinking in his mind and needs to draw a
picture of A, B and C then he is in concrete operational stage
Children can do complex calculations and complex reasoning in this
stage
Discovery learning:- Child learns best by exploring the world
through hand on activities. The child should be active learner not
a passive one
Collaborative learning :- Children should be allowed to learn in a
group so that they learn from each other
The focus should be on learning rather than end product
Readiness:- Children should be taught certain concepts when they
are ready for it. For example, Child should be taught the concept
of conservation only when they have reached concrete
operational stage. Teaching this concept at preoperational stage
would lead to confusion for the child
Piaget believed that development occurs in stages but many theorists
believe that development is a continuous process and not confined
to stages
Piaget believed that children learn as he matures. But he failed to
consider the effect of culture and social setting and environment
The concept of schema’s is an internal process which cannot be
measured and confirmed. Other theorists do not agree to the
concept of schema’s
Piaget carried studies on small sample size and many of his studies
were carried out on his children indicating that the results might be
biased