with the environment Reflexes make up the first set of schemes Assimilation most prominent activity
necessary assimilation of many behavior Involve the organization of two previously separate body schemes Assimilation takes place after repeated failures
an event outside oneself Making interesting sights last (Piaget, 1936a) Coordination of Secondary Schemes
Coordination of 2 separate schemes Case of Laurent and the box
single result Experimentation with different actions to observe different outcomes Case of Laurent and the faucet The Beginnings of Thought (18-24months)
Thinking out actions before executing them Lupe trying to figure out how put on her shoes
Emerges in stage 2 Genuine object permanence later in stage 2 Series of displacement later in stage 3 Invisible displacement later in stage 3
Ability to predict trajectory path of a rolling
ball
Thinking governed by appearance rather than logic Emergence of symbols but more motoric rather than linguistic
Deferred imitation
Transductive thinking
Hindi pa ako gutom kaya hindi pa kumakain
from that of another Not synonymous with conceit and selfishness Parallel play
Symbols are governed by both actions and language Emergence of scientific reasoning
Conservation similar quantity Identity Compensation inversion Reversibility objects can return to their original
Heteronomy
Rules are fixed blind obedience to authority Evident among younger children Tied with egocentrism
Adolescents think systematically in terms of all possibilities Ability to think in terms of abstract concepts Adolescents are very idealistic
Stage concept
Stage sequence is in order Growth is divided into distinct qualitative
changes There is general pattern of thought across wide variety of tasks Stages represent heirarchic intergrations Stages unfold in the same sequence in all cultures
While biological maturation plays an important role, the environment also has its triggering effect on development The childs interest and state of conflict play crucial roles in cognitive growth
True learning comes from the child Learning is a process of spontaneous invention and discovery
Teacher must understand that childrens interests and modes are different at different times
Bjorklund, David F. (2005). Childrens Thinking: Cognitive Development and Individual Differences, California: Wadsworth/Thomson Learning Crain, William. (2005). Theories of Development: Concepts and Applications 3rd Edition, New Jersey: Pearson Education, Inc. Thomas, R. Murray. (2005). Comparing Theories of Child Development: 6th Edition, California: Wadsworth/Thomson Learning