Piagets Theory
what processes do children use as they construct their knowledge of the world?
Schemes: actions or mental representations that organize knowledge
Accommodation: adjusting schemas to fit new information and experiences
Assimilation: incorporation of new information into existing knowledge
Organization: grouping isolated behaviours into a higher-order, more smoothly functioning cognitive system; grouping/arranging of items into categories
equilibrium: a mechanism that explains how children move from one stage of thought to the next
motivation for change is an internal search for equilibrium
centration: focusing or centring attention on one characteristic to the exclusion of all others, (preoperational thinking)
conservation: the idea that some characteristic of an object stays the same even though the object might change in appearance ie; the amount of liquid stays the same regardless of the cup/container you put it in
seriation:
transitivity:
hypothetical deductive reasoning: the concept that adolescents can develop hypotheses to solve problems and systematically reach a conclusion
Piagetion stages
Sensorimotor stage: birth to 2 years old
construct an understanding of the world by coordinating sensory experiences with motor actions ie; giggling at something funny, peek a boo
preoperational stage: 2-7 years old
symbolic function 2-4 years
the ability to use symbols (words, images) to represent objects that are not present, imagination over realism
intuitive thought 4-7 years
primitive reasoning and wanting to know the answer to all sorts of questions. sure about their knowledge but don’t know how they know what they do
concrete operation stage: 7-11 years old
logical reasoning replaces intuitive reasoning in concrete situations. classificatoiin skills are present but abstract problems go unsolved
Formal operation stage: 11-15 years old
beyond reasoning in concrete siutations, and begin to think in more abstract, idealistic, and logical ways