Intellectual (cognitive) development theory of piaget
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Transcript of Intellectual (cognitive) development theory of piaget
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UNIT II
(v)
INTELLCTUAL DEVELOPMENT
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INTELLECTUAL/COGNITIVE INTELLECTUAL/COGNITIVE DEVELOPMENTDEVELOPMENT
JEAN PIAGET
SWISS BIOLOGIST
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JEAN PIAGET
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JEAN PIAGET
STAGES OF INTELLECTUAL DEVELOPMENT
According to Piaget Pattern of development is quite constant
and universal
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JEAN PIAGET
STAGES OF INTELLECTUAL DEVELOPMENT
1. Sensory – motor stage (from birth to about two years)
2.Pre- Operational Stage ( about 2 to 7 years)
3.Concrete Operational Stage (About 7 to 11 years)
4. Formal operational Stage (about 12 to 15 years)
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STAGES OF INTELLECTUAL DEVELOPMENT
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STAGES OF INTELLECTUAL DEVELOPMENT
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JEAN PIAGET
STAGES OF INTELLECTUAL DEVELOPMENT
1. Sensory – motor stage (from birth to about two years)Characteristicsa) Absence of languageb)The stage is limited to direct sensory and motor interactions with the environment
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1. Sensory – motor stage
Pattern of development At birth: Exhibits a limited number of
uncoordinated reflexes ; e.g.,
Sucking, Looking, Reaching and Grasping
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1. Sensory – motor stage
Next four months: Uncoordinated reflexes are coordinated in to simple schemas; e.g.,
Trying to suck anything which is put in to its mouth
Looking at what ever it sees Reaching for everything Grasping all that is put in to its hands
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1. Sensory – motor stage
By the age of eight months:
The infant is able to react to objects outside himself
The concept of object permanence evolves in the cognitive structure of the infant
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JEAN PIAGET
STAGES OF INTELLECTUAL DEVELOPMENT2. Pre- Operational Stage ( about 2 to
7 years)
Language developmentBegins to utter words and
Development in thinkingSymbolic representation of images
and things
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JEAN PIAGET
2. Pre- Operational Stage ( about 2 to 7 years)
This stage can be further divided in to
Pre-Conceptual phase ( about 2 to 4 years)
Intuitive phase (app. 4 to 7 years)
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JEAN PIAGET
2. Pre- Operational Stage ( about 2 to 7 years)
2.1. Pre-Conceptual phase ( about 2 to 4 years)It is a period of rudimentary concept formationCharacteristicsa) They identify objects by names of classes E.g., all men are daddy, all women are mummy etc
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JEAN PIAGET
2.1. Pre-Conceptual phase ( about 2 to 4 years)Characteristicsb) Illogical mode of thinking and reasoninge.g., They would take cow for all animals of that size and featuresc) Highly imaginative e.g., Taking doll for baby, chair for bus ,wooden block for byke etc
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JEAN PIAGET
2.1. Pre-Conceptual phase ( about 2 to 4 years)Characteristics:
d) Egocentric nature: The child can see the world only from his own stand point. It considers itself the centre of the world and people should perceive thigs as it perceives
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JEAN PIAGET
2. Pre- Operational Stage ( about 2 to 7 years)
2.2 Intuitive phase (app. 4 to 7 years): In this stage Concepts are formed at a more advanced
level
Thinking is carried out intuitively not logically
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JEAN PIAGET
2. Pre- Operational Stage ( about 2 to 7 years)
Reversibility (ability to reverse) and Conservation (ability to see an object as
permanent even though its length, width or shape changes)
are absent during this stage
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JEAN PIAGET
3.Concrete Operational Stage (About 7 to 11 years)Characteristics
1. Thinking becomes quite systematic and logical
2. Develop ability to Conserve in terms of quantity and number of objects
3. The child is no longer ego centric4. Develop Number concept in concrete form
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JEAN PIAGET
3.Concrete Operational Stage (About 7 to 11 years)Characteristics
5. Learns to tackle complex concrete problems
6. Understands relationships and discrepancies in things
7. Learns to classify things and arrange things in the increasing and decreasing order of size
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JEAN PIAGET
4. Formal operational Stage (about 12 to 15 years)
Characteristics1. The child learns to deal with abstraction by logical thinking2. The child learns to use symbols effectively3. The child begins to construct relationships between symbols and concrete operations
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JEAN PIAGET
4. Formal operational Stage (about 12 to 15 years)
Characteristics4. The child begins to appreciate hypothetical problems5. It begins to look at problems in many ways6. It reflects the most advanced stage of cognitive functioning ( higher order intellectual functioning)
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JEAN PIAGET
Higher order intellectual functioningCharacteristics1. Build up multiple hypotheses and alternate solutions2. Verify all solutions in a systematic manner 3. Generalize and arrive at abstract rule that
cover many specific situations.
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CONSERVATION
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JEAN PIAGET INTELLECTUAL DEVELOPMENT
He views intelligence in terms of biological development which facilitates an individuals interaction with environment at a particular psychological level
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JEAN PIAGET INTELLECTUAL DEVELOPMENT
His primary focus is on developing abilities to an optimum level
To him Individual should be active in discovering
and structuring reality for himself
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JEAN PIAGET
His concept of intelligence and learning is basically difined in terms of
Content Structure and Function
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JEAN PIAGET
Content ; It refers to the organism’s response
Structure ; It refers to the genetic aspect of development
Function ; It refers to certain modes of interaction with the environment
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JEAN PIAGET
Intellectual/Cognitive development
Cognitive development consists of structural changes required to accommodate new data.
The structural units are called schema Schema is the unit of cognitive structure. Schema is the important concept in his
theory of intellectual development
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JEAN PIAGET
Each stage is marked with a special schema
It is associated with motor activities Physical development is related to this
motor activities which in turn decides his intellectual development
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JEAN PIAGET
Schema
Motor activities
Physical development
Intellectual development
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JEAN PIAGET
Human beings inherit two basic tendencies Organization and Adaptation Organization: It is the tendency to
systematize responses (and combine processes into coherent general system)
Adaptation : It refers to the tendency to adjust to the environment
Both physical and mental functioning are governed by these two tendencies
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JEAN PIAGET
Adaptation It is the process of creating a good fit
between one’s own schema and new experiences one gets. It comprises two sub processes
Assimilation and Accommodation
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JEAN PIAGET
Assimilation : It is the fitting of new experiences in the older stock of experiences
It is the process of responding to the environment according to one’s existing cognitive structure
It occurs when some thing new is drawn into the old pattern and becomes a part of the inner organization
Individual’s old schema does not change in this process. It alone does not lead to intellectual development
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JEAN PIAGET
Accommodation : It involves changing the existing
experiences (schema) to incorporate the new ones.
It involves modification of existing cognitive structure
It is the major vehicle or means of intellectual development
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JEAN PIAGET
Equilibration It is the innate tendency leading to the
organization of one’s experiences towards maximal adaptation
It is a continuous drive towards equilibrium or balance
It is proceeding towards better forms of knowledge.
It is the dual mechanism of assimilation and accommodation headed with equilibration which leads to steady intellectual development.
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JEAN PIAGET
Interiorisation The process of decreasing dependence
on the physical environment and increased use of cognitive structure is termed as interiorisation.
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EQUILIBRATION
Physical Environment
Perception
Accommodation
Cognitive Structure
Assimilation
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