Piaget

Cognitive Development Dependent on Four (4) Factors: Example of Allison (6 years old) – riding in car, staying equidistant from car in front of her. Asked who is going faster and responds that it is the other car because “this car is in front” Telling Allison that the other car is going faster results in conflicting environmental inputs. (disequilibrium) Resolve the conflict between environment and understanding (cognition)  à 1) //Assimilation –// Fit external Reality to existing cognitive structure (interpret, constru, frame, we alter nature of reality and fit into cog. Structure)  a.  //Allison could believe her father and think that the other car was going faster at one point or by thinking that she is being teased//   2)  //Accomodation –// changing internal cognitive structure to provide consistency with external reality (adjust ideas to make sense of reality) // a. ////May believe her dad w/o understanding or may believe that all cars in front are going the same speed as they are.// **Stages of Cognitive Development –** stage or level refers to the pattern of operations that children can perform at a certain time; how children view the world 1) Stages are discrete, qualitatively different and separate   2)  Development of cognitive structures is dependent on preceding development 3) Age at which person may be in a particular stage may vary from person to person  ** Piaget’s Stages of Cognitive Development **     ||
 * Piaget’s Theory of Cognitive Development** – Schunk pages 357 to 342
 * Biological Maturation
 * Experience with Physical Environment
 * Experience with the Social Environment
 * //Equilibration –// the effects of each of the above factors is dependent on **//equilibration.//**
 * Biological drive to produce an optimal state of equilibrium (or adaptation) between cognitive structures and the environment
 * Assumptions **
 * ** Stage  ** || **  Approximate Age Range  ** || **  Description  ** ||
 * Sensorimotor  ||   Birth to Age 2   || *  Spontaneous actions as attempts to understand world
 * Schemas/Understanding rooted in present activities/immediate world (ball, bottle)
 * Rapid change
 * Internal motivation to alter schemata – Effectance (mastery) motivation or the desire to interact successfully with one’s environment and control critical aspects ||
 * Preoperational  ||   Age 2 to 7   || *  Increased conceptual-symbolic thinking
 * Imagination of future and reflection on past
 * Cannot focus on more than one dimension at a time – i.e length, may report that a yard stick is bigger than a brick because they cannot think of density or depth
 * ** Irreversibility ** – once something is done it cannot be changed
 * Difficulty distinguishing fantasy from reality
 * Rapid language development
 * Less egocentric – realize that others may think or feel differently than they do
 * Concrete Operational  ||   Age 7 to 11   || *  Acceleration of language and basic skill acquisition
 * Abstract thinking emerges – typically defined by properties of actions (honesty - returning money that does not belong)
 * Increase in social language
 * Less egocentrism
 * ** Reversibility ** – ability to sequence operations in opposite order (undo a treatment)
 * ** Classification ** – grouping in categories of same type
 * ** Seriation ** – putting things in a series
 * Draw on experiences not just perception ||
 * Formal Operational  ||   Age 11 to Adult   || *  Can think about hypothetical situations – not just concrete
 * Reasoning improves
 * Multiple dimensions and abstract properties can be considered simultaneously
 * Egocentrism (comparing reality to ideal) and demonstration of idealistic thinking ||
 * Many perform operations earlier than suggested
 * Typically cognitive development across domains (science, math, language) is uneven and progression through stages varied in each plane
 * Research demonstrates that progression can be accelerated

[|Cute Piaget Preoperational] [|Piaget Preoperational Thought] [|Concrete Operational] [|Piaget Formal Operational] __ Understand Cognitive Development __ __ Keep Students Active __ __ Create Incongruity __ __ Provide Social Interaction __ The 5 - E Lesson Plan Template --> ** The 5 E's Lesson Planning Model is most often associated with constructivist learning design Read more about 5E Planning: http://enhancinged.wgbh.org/research/eeeee.html
 * Please click on each link below to view video related to each phase:**[|Sensory Order Object Permanence]
 * Mechanisms of Learning: **
 * Cognitive development can only develop when //disequilibrium// or //cognitive conflict// exist
 * Suggests that cognitive development is internal and whereby environment/teaching can be organized to stimulate cognitive conflict, the manner in which each child resolves the conflict is unpredictable
 * Cognitive conflict cannot be too great – information must be partially understood (assimilated) before cognitive/structural change occurs (accommodation)
 * Constructivist – Children impose understanding on the world to make sense of it
 * Implications for Instruction: **
 * Benefit to understand functional level of students
 * Adapt teaching methods to different cognitive levels
 * Evaluate developmental levels of students to facilitate appropriate planning and differentiation – provide enrichment for those who progress quickly
 * Promote active exploration of stimulating environments
 * Hand-on activities
 * Facilitates construction of knowledge
 * Allow students to solve problems (at appropriate level of challenge) and arrive at wrong answers to promote disequilibrium and future assimilation and accommodation
 * key source for cognitive development
 * Allows learners to begin to develop understanding that others may have other points of view (less egocentric)

1. Engagement

 *  ü   The engagement phase of the 5-E model is intended to provide a focus for the lesson and to allow the teacher to probe students’ initial conceptions.   **
 *  ü   What is the cognitive developmental level of students?  **
 *  ü   What do students already know about the concept? How will these ideas be elicited?   **
 *  ü   What do they want to know?   **
 *  ü   What will they explore?   **

 ü  What is the precise concept that students will explore?
== ü   What activities must the children do to become familiar with the concept? ==

 ü  What kinds of observations and records should the children keep?
== ü   What kinds of instructions will the children need? How can you facilitate the instructions without telling the concept? == =  =

3. Explanation
== ü   What kinds of information or findings should the children talk about with each other? ==

 ü  How can you help students summarize their findings?
== ü   How can you guide the students and refrain from telling them what they should have found, even if their understanding is incomplete? ==

 ü  Why is the concept important?
=  =

 ü  How does the concept relate to the program goals?
==<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü   What questions can be used to encourage discovery of the concept's importance? ==

<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü  What is the next concept related to the present one?
=  =

<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü  What are the appropriate learning outcomes you should expect?
==<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü   What types of hands-on evaluation techniques can the children do to demonstrate the basic process skills? == ==<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü   What techniques are appropriate for children to demonstrate the integrated process skills? == ==<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü   How can pictures help children to demonstrate how well they can think through problems? == ==<span style="font-size: 10pt; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"> ü   What types of questions will help children to reflect on what they have discovered? == Please click the following links to view 5 E Planning Templates [|5 E Template 1.doc] [|5 E Template 2.doc]