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Jean Piaget defined himself as a 'genetic' epistemologist, interested in the process of the qualitative development o

Jean Piaget (1896-1980) was a biologist who originally studied molluscs but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.

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Jean Piaget defined himself as a 'genetic' epistemologist, interested in the process of the qualitative development o

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  1. Jean Piaget (1896-1980) was a biologist who originally studied molluscs but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.

  2. Jean Piaget defined himself as a 'genetic' epistemologist, interested in the process of the qualitative development of knowledge.

  3. TheSociologicalModel of Development • Piaget investigated the children’s minds. • “Semi Clinical Interview” • He began the interview by asking children standardized questions and depending on how they answered, he would ask them a series of nonstandard questions.

  4. sensorimotor Piaget described intelligence as having two closely interrelated parts: The content of children's thinking. the process of intellectual activity. He believed this process of thinking could be regarded as an extension of the biological process of adaptation. Adaptation has two pieces: assimilationand accommodation.

  5. Thelogicalmodel of intellectualdevelopmnt he argued the idea that intelligence develops in a series of stages that are related to age and are progressive because one stage must be accomplished before the next can occur For each stage of development the child forms a view of reality for that age period. Piaget concluded intellectual development as an upward expanding spiral in which children must constantly reconstruct the ideas formed at earlier levels with new, higher order concepts acquired at the next level.

  6. TheStudy of FigurativeThoughts Piaget studied areas of intelligence like perception and memory that aren’t entirely logical. Logical concepts are described as being completely reversible because they can always get back to the starting point.

  7. Piaget used pictures as examples. Pictures can’t be separated because contours cannot be separated from the forms they outline

  8. IDEAS!!! Decentration Assimilation Accommodation Egocentrism Classification Operation ClassInclusion Schema (orscheme) Conservation Stage

  9. The stages of intellectual development formulated by Piaget appear to be related to major developments in brain growth. The human brain is not fully developed until late adolescence or in the case of males sometimes early adulthood. We often expect children to think like adults when they are not yet capable of doing so. It is important that parents know what to expect from their child as they develop and to be sure that the expectations they may have for their child at a given age are realistic. Stage

  10. STAGES

  11. Language Development

  12. Piaget emphasizes the prominence of language and rational assumed as one of several aspects that make up the superstructure of the human mind. Language is seen as an instrument of cognitive and affective capacity of the individual, indicating that the linguistic knowledge that the child has depends on its knowledge of the world.

  13. His study and his theories are based on the functions that have the language in the child. For Piaget the sentences spoken by children fall into two main groups: the egocentric and socialized speech, and these in turn are divided into the following categories:

  14. *EgocentricLanguage: Repetition or echolalia. The monologue. Collective monologue.

  15. *Language socialize: Criticism. The orders, pleas and threats. Questions. Answers.

  16. TheDevelopmentProcess • The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects. • Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects. • At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them.

  17. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects.

  18. Conclution!!! Children are not little adults. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The stages of intellectual development formulated by Piaget appear to be related to major developments in brain growth.

  19. “Theprincipalegoal of education in schoolsshouldbecreatingmen and womenwho are capable of doing new thingsnotsimplyrepeatingwhatothergenerationshave done.” - Jean Piaget.

  20. Jean Piajetwasborn in: London USA Switzerland Honduras

  21. Five of Piaget’sMain ideas….

  22. ItisThePreoperationalPeriodFrom 7 to 12 yearsold?

  23. The Egocentric Language is formed by….

  24. Have a NiceDay!!!

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