Teaching Outline of Jean Piaget’s Cognitive Development Essay

My Teaching Outline of Jean Piaget’s Cognitive Development Kelsey Wielenga Terminology Schema: They are ways we try to organize and understand experiences. They are a basic unit of intelligent behavior. They develop from a result of an experience, and are used during base of action. When new schema are created, it creates equilibrium. Assimilation: This is taking in pieces of the environment and reacting to them. This happens when new schemata are formed. Accommodation: This is existing schemata develop. Without this, there would be no mental growth

It creates equilibrium. Equilibrium: This is balance. It is created after accommodation, but it gone after something new is experienced. Wanting this makes humans want to understand the world and their surroundings. Disequilibrium: This happens when we experience something new and the equilibrium is broken. Egocentrism: The ability to identify the difference between self and the world. Conservation: The ability to understand that something remains the same even though it has been transformed in appearance. Transitivity:

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Thinking through certain kinds of problems. Ex: Paul is bigger than George, but Henry is smaller than George. Who is the tallest? This requires good memory skill. Stages of Development 1. Sensory-Motor Stage (0-2 years) This is the action stage. A baby thinks through actions and the senses. They find out what can be grasped, what can be sucked, and different things like that. They can’t identify what is self and what is the rest of the world. In this stage at about 10 months, when something goes out of sight, it does not exist.

Attachment occurs around 6-7 months. This is why babies cry when they can’t see their mother because they are attached to her, but they think she doesn’t exist because they haven’t understood that objects exist out of their sight. 2. Pre-Operational Stage (2-6 years) This stage is dominated by what it sees instead of common sense and key principles. These kids are very egocentric. They cannot take the point of view of other people physically or mentally. They also have difficulty classifying things, especially with two different dimensions.

Ex: big green pencils. Kids ages 3-4 years can’t arrange things in sequences. They have trouble with a class and a sub-class. Ex: cars and blue cars. In this stage, children have a lot of animism. This is when kids imagine everything has the same point of view and emotions as themselves. These children are unable to hold all situations of an experience in their heads. They have the inability to conserve most operations. 3. Concrete Operational Stage (7-12 years) During this stage, egocentrism goes down a lot because of maturity and interacting with others.

These kids are capable to take more than one attribute at once, and therefore, they can differentiate things. Ex: animals. These kids attain most conservation operations, but they are unable to deal with most abstract concepts. 4. Formal Operational Stage (11-15/16 years) In this stage, kids can now use full adult reasoning. They have the development of abstract thought like deductive reasoning and hypothesis testing. The development of abstract thought seems to take in line with the development of memory skills. Kids these ages can consider justice, morality, and death.