Piagets Theory of Cognitive Develpment free essay sample

Piaget hypothesized that infants are born with schemes operating at birth that he called reflexes. In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes. Piaget described two processes used by the individual in its attempt to adapt: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner. Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures.Accommodation is the process of changing cognitive structures in order to accept something from the environment. Both processes are used simultaneously and alternately throughout life. An example of assimilation would be when an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle. We will write a custom essay sample on Piagets Theory of Cognitive Develpment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An example of accommodation would be when the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle. As schemes become increasingly more complex (i. . , responsible for more complex behaviors) they are termed structures. As ones structures become more complex, they are organized in a hierarchical manner (i. e. , from general to specific). Stages of Cognitive Development. Piaget identified four stages in cognitive development: 1. Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences.Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage. 2. Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates 3.Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. 4. Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols elated to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood. Many pre-school and primary programs are modeled on Piagets theory, which, as stated previously, provides part of the foundation for constructivist learning. Discovery learning and supporting the developing interests of the child are two primary instructional techniques.It is recommended that parents and teachers challenge the childs abilities, but NOT present material or information that is too far beyond the childs level. It is also recommended that teachers use a wide variety of concrete experiences to help the child learn (e. g. , use of manipulatives, working in groups to get experience seeing from anothers perspective, field trips, etc). Piagets research methods were based primarily on case studies [they were descriptive]. While some of his ideas have been supported through more correlational and experimental methodologies, others have not. For example, Piaget believed that biological development drives the movement from one cognitive stage to the next. Data from cross-sectional studies of children in a variety of western cultures seem to support this assertion for the stages of sensorimotor, preoperational, and concrete operations