Piget

• Schemata:

  • experiences of the world orginised as mental structures
  • piget belives infants are born with few schemata. soon after birth infants start to develop schemata based of the interaction between senses and motor skills.
  • cognitive development invloves the growth and iterrelating of schemata that occur through proccess of assimilation and accommodation
• Assimilation:

  • intergrating new information into existing schemata without the schemata being altered
  • most new info can be delt with using proccess of assimilation alone
  • no cognitive changes occur
• Accommodation:

  • changing existing schemata to intergrate new infom of the creation of a new schema when intergration is not possiable.
  • produces cognitive change
• Equilibrium:

  • state experiences when existing schemata (based on prior knowlage) can account for new information.
• Disequilibrium:

  • state experiences when existing schemata are unable to accunt for new information
• • piget theorised all children move through 4 stages of development no matter where they are from
  • allows childeren to reach full cognitive potential
  • every child passes through stages in same order and no going backward, exept as result of brain damage
• Semsoimotor stage:

  • 0-2 yrs
  • fine and gross motor skills are used in combination with sense
  • accoplishment made: object permanace
• Preoperational stage:

  • 2-7 yrs
  • childeren use symbols to represent ideas such as through language, and engage in pretend play.
  • accomplishments: symbolic thinking, centration, seriation.
  • characteristics: egocentrism, animism
• Symbolic thinking:

  • preoperational stage
  • use of symbols such as words or objects, to represent alternative concepts
  • example: a child making pretend cake out of sand. the sand symbolic of food.
• Certiation:

  • preoperational stage
  • ability to focus on one aspect of a situation at any given time, while disregarding the rest
  • Example: child focusing of number of biscuits she and her friend have, but not the size of the biscuits.
• Object permanace:

  • understanding that an object still exists even if it is unable to be touched or seen
• Seriation:

  • ability to reorginise a collection of items or situations in a logistical series
  • example: child rearanging different sized corks from smallest to largest
• Egocentrism:

  • inability to understand the perspectives of another person
  • Test: 'three mountains task'
• Animism:

  • the belif that an inanimate object is alive and has feelings
  • Example: children caring for toys which they belive have feelings
• Concrete operation stage:

  • 7-11 yrs
  • childeren begin to reason about maths and can perfor concrete operations, and start to grasp to concept of concervation
  • accomplishments: conservation
• Conservation:

  • mass and volume remain unchanges when the form of an object in altered
  • centration and conservation are related
  • Example: childern think toast cut different ways are bigger or smaller (triangles larger than squares)
• Formal operation stage:

  • 11+ yrs
  • chulderen begin to make predictions by reasoning out what might occur, as well as imagining hypotherical possibilities
  • accoplishments: abstract thinking
• Abstract thinking:

  • using the mide to visualise and consider complex conceps that are no longer tangable.
  • example: childeren asked what world would be like if we lived underwater could ponder possiable outcomes
  • test: pendulum probolem