Piaget Theories

Piaget Theories

Introduction

The Swiss psychologist Jean Piaget (1896 - 1980) has influenced the development of psychology in the field of cognitive development greatly. In numerous studies, its theoretical and empirical findings have been reviewed, corrected and supplemented (Schlager & Lauer, 2000).

Discussion

Piaget Theory of Cognitive Development

In almost every textbook on developmental psychology, his positions presented in detail According to Piaget, every person born with two key trends: Firstly, this is the tendency to adapt, to adjust to the environment. It comprises two complementary processes: assimilation (changing the environment to these their own needs, desires, etc. match) and the accommodation (including changes in personal behavior to adapt themselves to environmental conditions). Secondly, there is a tendency to organize, integrate their processes into cogent systems. For example, a baby can look at either first or grab something. If it has then learned the eye-hand coordination, it can integrate observation and action in a system. Each person committed, through adaptation and assimilation always restores equilibrium, i.e. an equilibrium state: He wants "in harmony" live with him and his surroundings. For example, people feel an inevitable tension, if they do not understand or do not know, and then try it, this disequilibrium by learning to overcome (Lucariello, 2004).

Stages

Description

Age Range

Sensorimotor

Learns through observation and action.

Learn through touching objects, moves, falling leaves etc.

Distinguish between self and environment

0-18/24 months

Preoperational

Understand the language and deals with the symbols and ideas.

Start playing with building blocks

Distinguishes between an object (a situation, a behavior, etc.)

18/24 months to 4 years

4 years to 8 years

Concrete Operation

Mind tied to experiential learning.

Understand the processes and act accordingly.

7/8 years to 11/12 years

Formal Operation

Deal with abstract content.

Analyze problems and think theoretically and systematically

11/12 years to onwards

Stage 1: At the stage of sensorimotor intelligence (0 - 18/24 months) the infant has initially only a few unlearned reflexes. The baby learns mainly through observation and action (first by active and repeated later by experiment) - learns so the fact that it watching what happens when it touches objects, triggers, moves, moves, falling leaves, etc. In this way, is also the link of a purpose with the agent that needed to reach the appropriate target. With about 12 months, the baby recognizes that things are there, too, if it does not see ("object permanence"). It begins to distinguish between self (subject) and its environment (objects). The predominant form of play in this phase is the practice game.

Stage 2: The preoperational stage starts with the stage of pre-conceptual or symbolic thinking (18/24 months - 4 years): The infant appropriates the language and can now deal with ideas and symbols. It also now distinguishes between an object (a situation, a behavior, etc.) and the mental representation of it, which is also symbolic and "As if games" allow (for example, it can play with a building block, as if it is a car). The child remembers vivid in the first place, "loose" sense impressions. Later come the stage of subconscious thought (4 - 7/8 years): The mind is still in the ideas or mental images. The child is now developing real terms, mainly perceptually salient features taken into ...