Piaget

1. Piaget A Model Theory for the Past Present or Future?

2. Piaget’s Initial Proposal: Children construct their own knowledge in response to their experiences. • Children learn many things on their own without the intervention of older children or adults. • Children are intrinsically motivated to learn and do not need rewards from adults to motivate learning.

3. The Natural (Epistemological) Stages of Development Development is not equal to learning

4. Is learning just about growing from one stage into another? Mmm.. Red house are my favorite to chew Birth to 2 years Sensorymotor Criticism #1 : Babies are capable of more than sensory experiences

5. Could a one-year old learn to play the game? I get all the red houses 2 to 7 years Preoperational Criticism # 2: Piaget may be wrong with his age norms Criticism # 3 It’s not nice to describe children as being egocentric, or as a subject that acts on an object

6. You buy as many houses as you can and sell others to get more money. Then when everything is sold, we figure out who has the most money. Concrete Operational 7 to 12 years

7. Just how do children learn how to wheel and deal? Now that I know how to wheel and deal, I could make millions… Criticism # 4 Piaget put too much emphasis o the competence theory, and not enough on cognitive learning Formal Operational

8. Learning about the world is not the same as development. Children learn from experiences. Simply, they construct meaning I wonder what I’ll find when I open that cupboard? Criticism #5 Piaget neglected the importance of social factors in learning

9. Actually, Piaget did consider experience with the social environment, important, but he considered this equally influential as these additional elements: Experience with the physical environment Biological maturation Equilibration

10. I wonder if my mom’s friend has the same food in her cupboards? Time to compare By increasing exposure to different environments, the child discovers more ways to behave in a developmentally age appropriate manner.

11. My mom has enough room in her cupboard to hold her friend’s and ours. I’ll start moving it Learning how to apply conservation

12. All the new neighbors likely need food. I wonder if I could sell some of ours, have enough to eat, and still make a profit?? Wheeling and dealing again

13. The world where the child develops creates his schema. As he is introduced to new experiences, his schema may change or grow bigger.

14. Think of a schema as a balloon

15. Adding new information to the schema that matches other aspects will enlarge the schema. This is assimilation.

16. Accepting a new item may change the schema or create a new schema. This is known as Accommodation. Encountering a new balloon shape and style prompts the child to stop and re-evaluate a present schema. This process is called equilibration.

17. Criticism #7 These theories describe but do not explain how a child learns. Give the guy credit; he was the first scientist to even attempt to describe learning. Plus, he felt you could not explain learning until you knew what was happening.

18. Then, how do you explain how a child learns? Piaget simply asked the child. Mr. Piaget, are you going to ask me again what I just did? Criticism #8 Piaget’s theory is paradoxical because it assesses thinking through language. (A child’s vocabulary may not be extensive enough to describe his actions.)

19. Piaget was challenged by others to explain when and how does a child learn language? Piaget theorized that creating language is part of the developmental and maturation process while learning to process experiences.

20. After finding the right words, then what? So what happens when I grow up? Do I stop learning? Criticism #9 Piaget’s theory ignores postadolescence development.

21. First, I felt the formal operation stage could range from age 15-20. Good question. In my later research, I made some additions and adjustments. I altered my schema. Second, I made the stage context development less epistemic. Finally, I decided development is a never-ending process and open to changes.

22. That could be, since I wrote and published frequently until especially since I arrived at these changes late in my career. Unfortunately, not everyone knows I changed some of my theories. I suppose you became intrinsically motivated to even out the opposition to your theories.

23. Actually, all I want to know is whether I can convince mom and dad that I can learn better if I get a computer.

24. Researchers today believe that working on a PC is an exceptional way to help you learn according to my theories. By trying out new applications, and that includes games, you have the need for equilibration as you encounter new schemas. In fact, I’d encourage you to try out the games. I’ve found that games can help refine your development. Even off the computer, you can learn through games.

25. To develop sensorimotor: Play peek-a-boo To develop the imagination and recognize the use of symbolism, try out role-play games. To understand and interpret rules properly means being ready for team and field sports.

26. How about playing Dungeons and Dragons? That uses lots of imagination. The role-playing in the game will help you to develop beyond egocentrism. Now, I can’t tell you the right or wrong thing to do in the game, but the social interaction should lead you to respect and cooperate with others for the moral good.

27. Keep in mind that there are many other games that you can play which will stretch your imagination –all of which create that need for equilibration. I like using my imagination, but I also like playing with friends Of course, they help you to learn too. Learning on the Web is also like joining another playground.

28. I’ve enjoyed responding to your curiosity. I think you’ve challenged us both with your questions. You have definitely altered my schema on development and learning. I’ll be sure to post your comments on Facebook; You should have a place in the digital world.

29. (1) Let each child's success be measured in terms of bettering his own performance. Motivation is hard to maintain in the face of repeated failure. (2) Structure for individualization, not for convergence. Avoid activities that are so structured that there is only one correct way to respond. 3) Provide activities that are challenging, but not overwhelming. (4) Arrange for most of the students' time to be focused on activities, not on the teacher. (5) Provide individual activities to be accomplished in the company of peers. These tips will go on my wall.

30. Piaget’s Sensorimotor Stage • Substage 1 (birth to 1 month) • Substage 2 (1 to 4 months) • Substage 3 (4 to 8 months) • Substage 4 (8 to 12 months) • Substage 5 (12 to 18 months) – Actively and avidly exploring the possible uses to which objects can be put: Banging a spoon or cup on high chair to make different sounds, get attention.

31. Preoperational Stage • Symbolic representations - the use of one object to stand for another. • Egocentrism: Looking at the world only from one’s own point of view. • Centration: Focusing on one dimension of objects or events and on static states rather than transformations.

32. Concrete Operations Stage • Conservation concept - changing the appearance or arrangement of objects does not change their key properties. • Highly abstract thinking and reasoning about hypothetical situations still remains very difficult.

33. Formal Operations Stage • Ability to think abstractly and reason hypothetically. • Ability to reason systematically about all different outcomes. • Ability to engage in scientific thinking.