piaget

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wcigyommc .

Cards (46)

theory of cognitive development 
TRIES TO
EXPLAIN HOW THE CHILD
UNDERSTAND THE WORLD HOW
HE/SHE THINK, REASON OUT,
REMEMBER, AND SOLVE
PROBLEMS.
schema 
AN ASSUMPTION THAT INDIVIDAUL HAS
OF THE SELF, OTHERS OR THE WORLD;BUILDING
BLOCKS OF KNOWLEDGE.
TYPES OF SCHEMA:
object
role
event
person
self
object schema 
AN ASSUMPTION THAT INDIVIDAUL HAS
OF THE SELF, OTHERS OR THE WORLD;BUILDING
BLOCKS OF KNOWLEDGE.
role schema 
WE LEARN ABOUT SOCIAL ROLES AND
OCCUPATIONS SUCH AS GENDER ROLES, TEACHERS,
STUDENTS, DOCTORS, AND SO ON. (GENDER SCHEMA IS
CONSIDERED A SUB-TYPE OF ROLE SCHEMA)
person schema 
WE LEARN ABOUT THE
PEOPLE AROUND US, WHAT THEIR PERSONALITIES
ARE LIKE, AND WHO THEY ARE.
self-schema 
WE LEARN ABOUT OURSELVES
AND WHAT OUR PERSONAL LIKES, DISLIKES,
TRAITS, AND APTITUDES ARE.
event schema 
WE LEARN ABOUT WHAT
HAPPENS AND HOW TO BEHAVE DURING VARIOUS
EVENTS. THESE DEVELOP AND GET MORE
COMPLEX AS WE ARE EXPOSED TO DIFFERENT SITUATIONS AND EXPERIENCES
assimilation 
THE COGNITIVE PROCESS OF FITTING NEW INFORMATION INTO EXISTING
COGNITIVE SCHEMAS, PERCEPTIONS, AND
UNDERSTANDING.
accomodation 
IS NEW INFORMATION THAT CHANGES OR REPLACES EXISTING KNOWLEDGE
equilibration 
THIS IS THE PROCESS THAT ALLOWS CHILDREN TO FIND A
BALANCE BETWEEN APPLYING THEIR EXISTING
KNOWLEDGE AND ADAPTING THEIR BEHAVIOR TO NEW
INFORMATION.
disequilibrium 
OCCURS WHEN NEW INFORMATION
CANNOT BE FITTED INTO EXISTING SCHEMAS
sensorimotor stage 
THE FIRST STAGE OF DEVELOPMENT LASTS FROM
BIRTH TO APPROXIMATELY AGE 2. AT THIS POINT
IN DEVELOPMENT, CHILDREN KNOW THE WORLD
PRIMARILY THROUGH THEIR SENSES AND
MOVEMENTS.
object permanence 
LEARN THAT THINGS CONTINUE TO EXIST EVEN WHEN THEY CANNOT BE SEEN
preoperational stage 
THE SECOND STAGE OF DEVELOPMENT
LASTS FROM THE AGES OF 2 TO 7 AND IS
CHARACTERIZED BY THE DEVELOPMENT OF
LANGUAGE AND THE EMERGENCE OF
SYMBOLIC PLAY.
concrete operational stage 
THE THIRD STAGE OF COGNITIVE DEVELOPMENT LASTS FROM THE AGE OF
7 TO APPROXIMATELY AGE 11. AT THIS POINT, LOGICAL THOUGHT EMERGES,
BUT CHILDREN STILL STRUGGLE WITH ABSTRACT AND THEORETICAL THINKING.
formal operational stage 
IN THE FOURTH AND FINAL STAGE OF COGNITIVE DEVELOPMENT, LASTING
FROM AGE 12 AND INTO ADULTHOOD, CHILDREN BECOME MUCH MORE ADEPT AT ABSTRACT THOUGHT AND DEDUCTIVE REASONING.
STAGES OF COGNITIVE DEVELOPMENT:
sensorimotor stage - birth to 2 years
preoperational stage - 2 to 7 years
concrete operational stage - 7 to 11 years
formal operational stage - 12 years to adulthood
conservation 
lack the knowledge of things that are the same but has a different form
egocentrism 
is the tendency of the child to only see his point of view and to assume that everyone also has his same point of view. The child cannot take the perspective of others.
reversibility
re-operational children still has the inability to reverse their thinking. They can understand that 2 + 3 is 5, but cannot understand that 5 – 3 is 2.
concrete operational stage 
a major turning point in the child’s cognitive development, because it marks the beginning of logical or operational thought.
seriation 
Arranging items along a quantitative dimension, such as length or weight, in a methodical way is now demonstrated by the concrete operational child
classification
As children’s experiences and vocabularies grow, they build schema and are able to organize objects in many different ways. They also understand classification hierarchies and can arrange objects into a variety of classes and subclasses.
reversibility
The child learns that some things that have been changed can be returned to their original state.
centration 
is the act of focusing all attention on one characteristic or dimension of a situation, whilst disregarding all others
egocentrism 
the tendency of young children to think that everyone sees things in the same way as the child
irreversibility 
when a person is unable to mentally reverse a sequence of events
operations 
the term used by Piaget to mean the logical rules that children develop with time
syncretism
the tendency to think that if two events occur simultaneously, one caused the other
transductive reasoning 
a failure in understanding cause and effect relationships which happens when a child reasons from specific to specific; drawing a relationship between two separate events that are otherwise unrelated
artificialism
the belief that environmental characteristics can be attributed to human actions or interventions
animism  
the belief that inanimate objects are capable of actions and have lifelike qualities
conservation
is the awareness that altering a substance’s appearance does not change its basic properties
STAGES OF SENSORIMOTOR STAGE:
reflexes
coordination of reactions
tertiary circular reactions
early representational thought
reflexes (0-1 month) 
During this substage, the child understands the environment purely through inborn reflexes such as sucking and looking
SUBSTAGE OF REFLEXES:
primary circular reactions
secondary circular reactions
primary circular reactions 
This substage involves coordinating sensation and new schemas. For example, a child may suck his or her thumb by accident and then later intentionally repeat the action. These actions are repeated because the infant finds them pleasurable.
secondary circular reaction 
During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth
coordination of reactions (8-12 months) 
During this substage, the child starts to show clearly intentional actions. The child may also combine schemas in order to achieve the desired effect. Children begin exploring the environment around them and will often imitate the observed behavior of others.