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The main theories of Jean Piaget summarised by members of Professional Group 1 (Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant. Bea White) University Leicester PGCE
Citation preview
I predict the ball will fall faster than the bag of feathers
when dropped at the same time
Concrete Operations 7-12
2. Child is no longer ego-centric 3. Child understands
reversibility
4. Child decenters, allowing more intricate classification by
taking into account multiple features
The top row has more coins, even though the bottom row is
longer!
Preoperational 2-7
5. Child does not understand conservation. 6. Child struggles
with classification: thinks only about one feature. 7. Child begins
to think abstractly.Understands 4 represents: 8. Child ego-centric
sees the world from their perspective.Often talks alongside each
other and ignores other children.Decreases after age 4.The two bits
of plasticine dont have the same mass because they have different
shapes
The balls went in red, green, and yellow. So yellow, then green,
then red will come out.
?
Sensori-Motor 0-2
9. Child takes instinctive skills (such as sucking or grasping),
combines with newly learnt motor skills, and refines the process to
develop new skills. 10. Child learns object permanence i.e. even if
object is no longer visible it still exists.The child will search
for hidden objects, suggesting element of planning ahead and
therefore cognitive ability beyond that with which they were
born.These beads are pink, round and wooden.
I like cats!
Scan for PDF of summary sheet
Scan for copy of poster
I had a lolly !
References
Atherton, J. S. (2011) Learning and Teaching; Piaget's
developmental theory [On-line: UK] retrieved 25/9/2011 from
http://www.learningandteaching.info/learning/piaget.html
Fisher, J. (2003) Starting from the Child, Maidenhead: Open
University Press
Goswami, U. (1998) Cognition in Children, Hove: Psychology Press
Ltd
Moyles, J. & Robinson, G. (Eds.), Beginning Teaching: Beginning
Learning in Primary Education, Maidenhead: Open University
Press
Siegler, R. & Wagner Alibali, M. (2005) Childrens Thinking New
Jersey: Pearson Prentice Hall
Smith, P., Cowie, H. & Blades, M. (2011) Understanding
Childrens Development, 5th ed., Chichester: John Wiley &
Sons
Wadsworth B. J. (1979), Piagets Theory of Cognitive Development,
2nd ed., New York: Longman
Images
http://www.openclipart.org/http://www.archivesjeanpiaget.ch/
Piaget today
Piagets methodology has drawn significant criticism (Moyles&
Robinson, 2004).Central to this criticism is the assertion that
children develop much faster than Piaget claimed (Goswami, 1998).In
terms of educational influence, his view of the child as an
individual explorer of the world (Fisher, 2003) appears to render
the teacher an inactive bystander, but the idea of the
child-centred classroom (Smith, Cowie& Blades, 2011) is largely
developed from Piagets belief that an active role in the learning
process is central to the cognitive development of the child.Piaget
also argued that whilst all children progress through the four
stages, they do so at different speeds, and as such assessment
should be based on the progress of the individual child, rather
than compared to that of their peers.
Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant, Bea
White