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Use of Reflexes

Scheme/schema: action pattern for dealing

with the environment Reflexes make up the first set of schemes Assimilation most prominent activity

Stage 1: Primary Circular Reactions (1four months)

Stage 1: Primary Circular Reactions (1four months)


Repetition of new experiences Babies are unable to accommodate

necessary assimilation of many behavior Involve the organization of two previously separate body schemes Assimilation takes place after repeated failures

Stage 2: Secondary Circular Reactions (4-10months)


Occurs after discovery and reproduction of

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

Stage 3: Tertiary Circular Reactions (12-18 months)


Performing two separate actions to obtain a

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

Not present in Stage 1


Out of sight out of mind

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

Logical principles Examples

Conservation Classification Reversibility Symbolic Thinking

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

Logic emerges from actions not language

Correspondence between scientific reasoning and social thinking Egocentrism

Inability to distinguish ones own perspective

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

amount/state Classification grouping together of thins with similar likeness

Heteronomy
Rules are fixed blind obedience to authority Evident among younger children Tied with egocentrism

Autonomy Older children


Devices agreed upon to bring about

cooperation More evident among school age children

Adolescents think systematically in terms of all possibilities Ability to think in terms of abstract concepts Adolescents are very idealistic

Carries another form of egocentrism

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

Has research supported Piaget on his tasks?

Do people reach the highest stage of development?


Do children really learn on their own? Does Piaget make young children cognitively Inept

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

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