KEMBAR78
Cognitive Views of Development | PPTX
COGNITIVE THEORY STARTS
FROM TRADITIONAL PSYCOLOGICAL CONCEPTS
OF THINKING COGNITIVISTS VIEW ACTIVITIES
SUCH AS THINKING DECIDING AND
REMEMBERING IN THE TERMS OF HOW THEY
UNDRELIE BEHAVIOR
KEY COGNITIVE THEORY
CONCEPT
COGNITIVE PSYCOLOGY FOCUSES ON HOW
PEOPLE THINK UNDERSTAND AND KNOW
EMPHASIS ON LEARNING HOW PEOPLE
COMPREHAND AND REPRESENT THE WORLD
AROUND THEM
FOCUS ON CONSCIOUS THINKING
EMPHASIS ON INDIVIDUALS ACTIVE
CONSTRUCTION ON UNDERSTANDING
Swiss biologist and psychologist Jean
Piaget (1896-1980) observed his children
(and their process of making sense of the
world around them) and eventually developed
a four-stage model of how the mind
processes new information encountered .The
theory deals with the nature of knowledge
itself and how humans gradually come to
acquire, construct, and use it Piaget's theory
is mainly known as a
developmental stage theory.
To Piaget, cognitive
development was a
progressive reorganization
of mental processes
resulting from biological
maturation and
environmental experience.
He believed that children
construct an understanding
of the world around them,
experience discrepancies
between what they already
know and what they
discover in their
environment, then adjust
their ideas accordingly
Moreover, Piaget claimed
that cognitive development
is at the center of the human
He posited that children progress
through 4 stages and that they all
do so in the same order. These four
stages are:
SENSORIMOTOR STAGE
(BIRTH TO 2 YEARS OLD)
The infant builds an understanding
of himself or herself and reality (and
how things work) through
interactions with the environment. It
is able to differentiate between itself
and other objects. Learning takes
place via assimilation (the
organization of information and
absorbing it into existing schema)
and accommodation (when an
object cannot be assimilated and
the schemata have to be modified to
include the object.
PREOPERATIONAL
STAGE (AGES 2 TO 4)
The child is not yet able to
conceptualize abstractly and needs
concrete physical situations.
Objects are classified in simple
ways, especially by important
features.
CONCRETE OPERATIONS
(AGES 7 TO 11)
As physical experience accumulates,
accommodation is increased. The child
begins to think abstractly and
conceptualize, creating logical
structures that explain his or her
physical experiences.
FORMAL OPERATIONS
(BEGINNING AT AGES 11
TO 15)
Cognition reaches its final form. By
this stage, the person no longer
requires concrete objects to make
rational judgments. He or she is
capable of deductive and
hypothetical reasoning. His or her
ability for abstract thinking is very
similar to an adult.

Cognitive Views of Development

  • 2.
    COGNITIVE THEORY STARTS FROMTRADITIONAL PSYCOLOGICAL CONCEPTS OF THINKING COGNITIVISTS VIEW ACTIVITIES SUCH AS THINKING DECIDING AND REMEMBERING IN THE TERMS OF HOW THEY UNDRELIE BEHAVIOR
  • 3.
    KEY COGNITIVE THEORY CONCEPT COGNITIVEPSYCOLOGY FOCUSES ON HOW PEOPLE THINK UNDERSTAND AND KNOW EMPHASIS ON LEARNING HOW PEOPLE COMPREHAND AND REPRESENT THE WORLD AROUND THEM FOCUS ON CONSCIOUS THINKING EMPHASIS ON INDIVIDUALS ACTIVE CONSTRUCTION ON UNDERSTANDING
  • 4.
    Swiss biologist andpsychologist Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered .The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it Piaget's theory is mainly known as a developmental stage theory.
  • 5.
    To Piaget, cognitive developmentwas a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly Moreover, Piaget claimed that cognitive development is at the center of the human
  • 6.
    He posited thatchildren progress through 4 stages and that they all do so in the same order. These four stages are:
  • 7.
    SENSORIMOTOR STAGE (BIRTH TO2 YEARS OLD) The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment. It is able to differentiate between itself and other objects. Learning takes place via assimilation (the organization of information and absorbing it into existing schema) and accommodation (when an object cannot be assimilated and the schemata have to be modified to include the object.
  • 8.
    PREOPERATIONAL STAGE (AGES 2TO 4) The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features.
  • 9.
    CONCRETE OPERATIONS (AGES 7TO 11) As physical experience accumulates, accommodation is increased. The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences.
  • 10.
    FORMAL OPERATIONS (BEGINNING ATAGES 11 TO 15) Cognition reaches its final form. By this stage, the person no longer requires concrete objects to make rational judgments. He or she is capable of deductive and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult.