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Stack #221727

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Piaget’s Theory of Cognitive Development Piaget believed all students pass through the stages in order and cannot skip any stage. 1. Sensorimotor (birth to 2 years) 2. Preoperational (2 to 7 years) 3. Concrete operational (7 to 11 years) 4. Formal operational (11 years to adulthood).
Schemes Mental patterns that guide behavior; cognitive structures that help children process and organize information to make sense of the environment.
Assimilation Understanding new experiences in terms of existing schemes.
Accomodation Modifying existing schemes to fit new situations in the environment. When old ways of dealing with the environment don’t work, a child modifies an existing scheme stimulated by new information or a new experience.
Adaptation The process of adjusting schemes in response to the environment through assimilation or accommodation. According to Piaget, this is how learning occurs.
Equilibration The process of restoring balance between present understanding and new experiences-Piaget-learning depends on this process-important to confront students with new experiences/data to advance cognitive development
Disequilibrium An imbalance between what a child understands and what the child encounters through new experiences.
Sensorimotor Stage The earliest stage (birth to 2 years) of cognitive development-infants learn about environment by using their senses/motor skills-develop “object permanence” & progress from reflexive to goal-directed behavior.
Object permanence The fact that objects are physically stable and exist even when the objects are not in the child’s physical presence. This enables the child to start using symbols to represent things in their minds so they can think about them
Preoperational stage second stage (2 to 7 years) of cognitive development in which children learn to represent things in their mind. During this stage students develop the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered.
Egocentric Believing that everyone sees the world as you do.
Conservation The concept that certain properties of an object remain the same regardless of changes in other properties.
Centration Paying attention to only one aspect of an object or situation; what is commonly called tunnel vision.
Reversability The ability to to perform a mental operation and then reverse thinking to return to the starting point.
Class inclusion The ability to think simultaneously about a whole class of objects and about relationships among subordinate classes; a framework for thinking.
Concrete operational stage The third stage (7 to 11 years) of cognitive development-logical reasoning and understanding of conservation developed-but can use the skills only in dealing with familiar situations.
Concrete operational stage cont'd New abilities include operations that are reversible. Thinking is decentered, allowing them to understand that others may have different perceptions, and problem solving is less restricted by egocentrism. Abstract thinking is not possible
Inferred reality Ability to understand stimuli in the context of relevant information. PreK see what they see w/little ability to infer meaning behind what they see. Concrete operational stage children respond to inferred reality & see things in context of other meanings.
Seriation Arranging objects in sequential order according to one aspect, such as size, weight, volume, etc. Seriation involves arranging things in a logical progression such as from smallest to largest or shortest or tallest.
Transivity Learned in conc. op. stage-children can mentally arrange and compare objects. If a>b and b>c, then a>c
Inversion A mental transformation that requires reversible thinking. (+X is reversed by –X)
Reciprocity A mental transformation that requires reversible thinking.
Vygotsky’s Theory of Cognitive Development Proposed cog. devel. based on 2 ideas-children understand world based on social interaction/sign systems that represent ideas-i.e. think/solve/communicate
Self regulation According to Vygotsky-self-regulation is the ability to think and solve problems without the help of others. Learning is a social process and learning occurs when self-regulation is achieved.
Sign systems Symbols that cultures create to help people think/solve problems/communicate.
Private speech Inner speech/child's self talk that guides thinking/actions-an important consideration in Vygotsky theory.
Zone of proximal development Level of development immediately above a student’s present level. The tasks within the zone of proximal development require assistance from the teacher or a more knowledgeable other-activities in this area are guided.
Scaffolding Support for learning and problem solving that include clues, reminders, examples, or encouragement. Scaffolding allows a student to make a learning connection and become independent as a learner.
Cooperative learning Strategies in which students work together to help one another learn by sharing perspectives and providing models of slightly advanced thinking
Developmentally appropriate education Instruction intentionally adapted to the current developmental level of students rather than planned according their chronological age or grade level
Phsycosocial theory A set of principles that relates social environment to psychological development
Erikson’s Theory of Psychosocial Development Trained by Freud as a psychoanalyst, Erikson proposed people pass through eight psychosocial stages of development. A psychosocial crisis is resolved at each stage.
Piaget’s Theory of Moral Development Part of Piaget's theory- children’s thinking becomes more advanced as their understanding of moral problems deepens. 1. Heteronomous Morality (based on rules and consequences) 2. Autonomous Morality (based on mutual respect and recognition)
Heteronomous Morality the younger stage when children think rules are unchangeable and that breaking rules leads to punishment.
Autonomous Morality the older stage when children understand that rules are created and that punishments are not automatic.
Created by: kmarieprice
 

 



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