Jean Piaget: Constructivist & Developmental Theorist

1. Jean Piaget: Constructivist & Developmental Theorist Katie Poland & Kylie Haworth Learning Theory - EDUC 613

2. Who is Piaget? (1896 - 1980) • Swiss Psychologist, who worked for several decades on understanding children’s cognitive development • Known for theory of cognitive development • Piaget was interested in the study of knowledge in children and was intrigued by kids’ thoughts & behavior, & worked to understand their cognitive development

3. Who is Piaget? (Continued) • He administered IQ test in Paris and observed that children’s answers were qualitatively different. • Piaget was fascinated by incorrect answers students would give. • Piaget’s theory is based on the idea that the developing child builds cognitive structures (schemes used to understand and respond to physical environment). • The effect of any experience on knowledge or thinking depend on ones maturity. • He also believed the child’s cognitive structure increased with development. (Brainerd, 1978)

4. Piaget's Background •Born: August 9, 1896 Died: Sept. 16, 1980 •Birth Place: –Neuchatel, Switzerland •Education: –Received PhD from University of Neuchatel •Married in 1923 to Valentine Chatenay and had 3 children (Piaget, 1952)

6. An Overview of Piaget's Theory Piaget believed children construct new mental processes as they interact with the environment -Behavior is based on schema -Schema is an organized way of interacting with objects in the world -New schemas are added and old schemas are changed as child matures

7. An Overview of Piaget's Theory Adaptation of schema takes place through two processes. Assimilation one applies an old schema to a new object Accommodation one modifies an old schema to fit a new object -You switch back and forth between these two processes but ultimately accommodation leads to cognitive change (Piaget, 1952; Brainerd, 1978; Karmiloff-Smith, 2010).

8. Characteristics of Piaget’s Stages 1. Each stage is a structured whole and in a state of equilibrium (balance). The stages are qualitative within the structures and quantitative between structures. 2. Each stage derives from the previous stage and incorporates and transforms in order to prepare for the next. You cannot go back in stages.

9. Characteristics (Continued) 3. The stages follow an invariant sequence. You can not skip a stage. 4. The stages are universal. Culture does not impact the stages. Children go through the same stages no matter what their cultural background might be. 5. Each stage is a “coming into being.” Each stage is a gradual progression. (Brainerd, 1978)

10. Stages of Development Piaget’s theory identifies four developmental stages and the processes by which children progress through them. The four stages are: 1. Sensorimotor Stage(Birth to 2 years old) 2. Preoperational Stage (2-7 years old) 3. Concrete Operational Stage (7-11 years old) 4. Formal Operational Stage (11-15 years old) (Brainerd, 1978).

11. Four Stages of Intellectual Development

12. Sensorimotor Stage •In this period, intelligence is demonstrated through motor activity without the use of symbols. •Knowledge of the world is limited (and is developing) because it is based on physical interactions and experiences. •Some symbolic abilities are developed at the end of this stage.

13. 6 Stages of Sensorimotor Stage 1.Modification of reflexes (0-1 months) -Strengthens and differentiates reflexes 2.Primary Circular Reaction (1-4 months) -Responding to a stimulus -Focus is on own body 3. Secondary Circular Reaction (4-8 months) -Focus is on the outside world 4. Coordination of Secondary Schema (8-12 months) -Goal oriented behavior -Apply ability to other things

14. 6 Stages of Sensorimotor Stage Continued 5. Tertiary Circular Reaction (12-18 months) -Active potential -Explore object’s potential 6. Invention of New Means through Mental Combinations (18-24 months) -Child moves from overt to covert thoughts -The child can use mental representation instead of physical objects (Piaget, 1952; Brainerd, 1978)

15. Preoperational Stage (2-7 years old) •In this period, intelligence is demonstrated through the use of symbols. •Language use matures. •Memory and imagination are developed. •Thinking is done in a non-logically and non-reversible manner •Egocentric thinking predominates

16. Pre-Operational Stage (Continued) •Semiotic Function –Language develops –Uses symbols to represent ideas –Verbal and written language develops •Egocentrism –It is all about them –They can't differentiate between themselves and the world •Rigidity of Thought –Centration: focus on one aspect of an object •Semi-logical Reasoning –They get the general idea

17. Pre-Operational Stage (Continued) -Semi-logical Reasoning –They get the general idea -Limited social cognition -Morality of Constraint –No bending of the rules -Morality of Co-operation –They bend the rules a little bit

18. Concrete Operational Stage (7-11 years) •Operation: internalized action part of organized structure. •Mentally carried out actions •Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. •Egocentric thought diminishes •Operational thinking developmentelops.

19. Concrete Operational Stage (Cont’d) -Piaget’s Water Conservation Task -Consist of two beakers of different sizes, one with water -Demonstrates the following: –Reversibility-pour water in beaker of different size and realize that it is still the same amount. –Compensation- even though one beaker is taller than the other, water is higher because the glass is thinner –Addition and subtraction –Starts out with liquid, then mass, then space

20. Formal Operational Stage (11-15 years old) •Intelligence is demonstrated through the logical use of symbols related to abstract concepts. •Could return to egocentric thought early in the period. •Many people do not think formally during adulthood. •Many people do not make it to this stage.

21. Formal Operational Stage (Cont'd) •Children formulate hypothesis by taking concrete operations and generate hypotheses about logical relations •Pendulum Swing –The process is more important than the solution (Piaget, 1952; Brainerd, 1978).

22. Overview of Piaget's Four Stages

23. Development Leads to Learning • Development happens from one stage to another through interaction with the environment. • Changes from stage to stage may occur quickly and children will differ in how long they are in each stage. • Cognitive development can only happen after genetically controlled biological growth occurs. • The child can only learn certain things when she is at the right developmental stage. • Environmental factors can influence but not direct development. • Development will happen naturally through regular interaction with social environment

24. Problems with Piaget's Theory? •Children often grasp ideas earlier than what Piaget found •Cognitive development across content is inconsistent (example: children may be better at reading than math) •Studies have shown that development may be accelerated to some degree

25. Current and Relevant Literature Current Article #1 Cook, J. L. & Cook, G. (2005). Child development: Principles and perspectives. Boston, MA: Pearson. Piaget changed psychology’s view of young children. Before, theorists saw children as passive organisms capable only of reacting to events. After Piaget, they realized that children actively seek to understand their environment and actively initiate events simply to see how things work. Piaget showed a vast store of facts about children and child development. This knowledge came both directly from Piaget’s own research, observations, and writing. It came indirectly, from the research that others conducted attempting to either support or refute his theory. Piaget’s work and writing created vast amounts of research in a variety of areas of child development. In doing this work, researchers developed new methodologies, tested new ideas of how children think, and opened and pursued new areas of inquiry.

26. Current and Relevant Literature Current Article #2 Harlow, S., Cummings, R. & Aberasturi, S. M. (2006). Karl popper and jean piaget: A rationale for constructivism. Educational forum, 71(1), 41-48. The current use of the term constructivism has taken on as many different definitions as the number of people attempting to define it. This essay clarifies the meaning of constructivism through an examination of Karl Popper’s and Jean Piaget’s theories. Harlow, Cummings & Abertasturi (2006) say that constructivism is characteristic of a theory that is too open. The current overgeneralization of constructivism tends to neglect the need for critical testing of how individuals create their own sense of reality. The term of "constructivism” is not clearly defined and does not portray the nature of how a child actually constructs meaning of the physical and social world. As the authors point out, one cannot assume that people create their own knowledge because there is not a specific description of how the learning is constructed and tested.

27. Current and Relevant Literature Current Article #3 Karmiloff-Smith, A. (2010).Piaget revisited. Nursery world, 110(4224), 18-20. Piaget's philosophy is remembered as "Constructivism".In this, the three biologically-inspired mechanisms are: assimilation, accommodation and equilibration. According to Piaget, learners construct their knowledge by first attempting to assimilate new information into already existing structures. However, when only assimilation occurs, the learner fails to notice the new features. In this case, the child makes the world fit his internal representations. While strongly supporting Piaget's Constructivist view that infants are active participants in their own learning. Neuroconstructivism places a greater emphasis on mapping behavioral and cognitive changes to brain changes across developmental time. Karmiloff-Smith tells us that the Neuroconstructivist view today is that it is the emergent property of dynamic multi-directional interactions between biological, physical and social constraints. This is a position completely in tune with Piaget's Constructivism from long ago.

28. Current and Relevant Literature Current Article #4 Wavering, M. J. (2011). Piaget's logic of meanings: Still relevant today. School science & mathematics, 111(5), 249-252. This article clearly defines how Piaget's Formal Operational Stage is used in many science classrooms today. The logic of meanings described by Piaget provides a tool for classroom teachers to look more deeply at the science discourse of their students. This analysis of student understanding is also shown in the common aspects of the scientific process. Ideally, science educators would be able to provide the experiences that enable teachers to use the tool of the logic of meanings to inform their teaching practice. Being able to "recognize the syntactic structures of the discipline is an important skill for science teachers and a component of pedagogical content knowledge". Piaget's work on the logic of meanings still has relevance for the science classroom and provides an additional tool for the analysis of student discourse.

29. Reflection & Implications -Development leads to learning -Drive for development is internal -The child can only learn certain things when he or she is at the right developmental stage -Environmental factors can influence but not direct development -Development will happen naturally through regular interaction with social environment

30. Reflection & Implications Continued •Piaget did not think it was possible to hurry along or skip stages through education •Regardless, many American schools will try to teach to the stages in an attempt to accelerate development

31. Reflection & Implications Continued How are our classrooms being impacted? -Educators must plan a developmentally appropriate curriculum that enhances their student’s logical and conceptual growth. -Teachers must emphasize the critical role that experiences or interactions with the surrounding environment play in student learning (Bybee & Sund, 1982). .

32. References: Brainerd, C. (1978). Piaget’s theory of intelligence. Englewood Cliffs: Prentice Hall. Bybee, R. & Sund, R. (1982). Piaget for educators (2nd Ed.). Columbus, OH: Charles Merrill. Cook, J. L. & Cook, G. (2005). Child development: Principles and perspectives. Boston, MA: Pearson. Harlow, S., Cummings, R. & Aberasturi, S. M. (2006). Karl popper and jean piaget: A rationale for constructivism. Educational forum, 71(1), 41-48. Karmiloff-Smith, A. (2010).Piaget revisited. Nursery world, 110(4224), 18-20. Piaget, J. (1952). Autobiography. In E. Boring (ed) history of psychology in autobiography (4). Worcester, MA: Clark University Press. Wavering, M. J. (2011). Piaget's logic of meanings: Still relevant today. School science & mathematics, 111(5), 249-252.