Review and New

Piagetand

Vygotsky

Cognitive Development

JEAN PIAGET

Cognitive Development

PIAGET : Vocab. SCHEMA

ASSIMILATION

ACCOMMODATION

EQUILIBRIUM

DISEQUILIBRIUM

Constructivism:How knowledge is constructed in the human being when information comes into contact with existing knowledge (schema) that has been developed by experiences. According to Piaget, constructing knowledge involves a process of solving problems in order to eliminate disequilibrium. This is accomplished through assimilation, accommodation, and equilibrium (Snowman & Biehler, 34).

SCHEMA

Organized units of

knowledge

(Wood & Smith, 2012)

Taking a new experience and trying to fit it

in with an existing schema.

(Wood & Smith, 2012)

Experiencing something that is inconsistent with what you already

believe and know.

Constructivism: building knowledge

to eliminate disequilibrium

(Wood & Smith, 2012)

Accommodation

(Wood & Smith, 2012)

Accommodation Process Changing your existing schemeto accommodate

the new experience so

it fits in.

(Wood & Smith, 2012)

Cognitive Development

PIAGET’S 4

stages I. Sensorimotor (0-2)II. Preoperational (2-7)III. Concrete Operational (7-11)

IV. Formal Operational (11–adult)

Cognitive development in 4 stages:

•Children universally proceed through each stage in the same order but at varying rates. Not all attain the formal operational stage.

•Human beings use organization (to systemize and categorize) and adaptation (to connect new experiences to existing knowledge-schema).(Snowman & Biehler, 33,35).

A balanced mental state in which you have1.) adapted to a new experienceand 2.) organized your schema

(Wood & Smith, 2012)

Cognitive Development

PIAGET : Vocab.OBJECT

PERMANENCE

CONSERVATION

CHILD EGOCENTRISM

ADOLESCENT EGOCENTRISM

OBJECT PERMANENCE

SENSORIMOTOR STAGE

CONSERVATION

PREOPERATIONAL STAGE

CONSERVATION

PREOPERATIONAL STAGE

CONSERVATION

PREOPERATIONAL STAGE

CONSERVATION

PREOPERATIONAL STAGE

EGOCENTRISM

PREOPERATIONAL STAGE

Unable to see anotherperson’s point of view.

ADOLESCENTEGOCENTRISM

Takes the other person’s point of view to an extreme degree.

So preoccupied with themselves and how

they appear to others.

They assume that peers and adults are equally interested in

what theythink or do.

(Snowman & Biehler, 40)

Cognitive Development

PIAGET : Vocab.

SERIATION

CLASSIFICATION

FORMAL – ABSTRACT

SERIATION

CONCRETE STAGE

CLASSIFICATION

CONCRETE STAGE

ABSTRACT , hypotheticalhigher level thinking

FORMAL OPERATIONAL STAGE

PIAGET’S cognitive theoryof Constructionism:

Cognitive development makes social development possible.

VYGOTSKY believed theopposite was true:

Social interaction isthe primary cause of

cognitive development.

(Snowman & Biehler, 47)

Cognitive Development

PIAGET : LEADS TO

SOCIAL DEVELOPMENT

Social Development

VYGOTSKY:LEADS TO COGNITIVE

DEVELOPMENT

Social Developmentand

Social Constructivism

Lev VYGOTSKY

VYGOTSKY

Socio-cultural theory:(both social and cultural)

VYGOTSKY1896-1934•born the same

year as Piaget, but in

Russia

•died prematurely at

age 38 of Tuberculosis

•his theories gained

attention in the 1980’s

VYGOTSKY“Through others,

we become ourselves.”

•Children gain knowledge and cultural tools that are handed down to them by others who are moreintellectually advanced.

Think of something youlearned to do because anolder person taught youby handing down theirknowledge and skills -

Perhaps a brother, sister,parent or grandparent?

•how to play chess•set up a tent

•catch and clean a fish•build a doghouse

•sail a sailboat•do a jigsaw puzzle•how to fry chicken

Would you have possiblyfigured it out or learned howto do that skill by yourself when you were younger?

Or did you learn it primarilybecause you were taught bysomeone more advanced?

Social Development

VYGOTSKY: Vocab: •PSYCHOLOGICAL

or CULTURAL TOOLS

•ZONE OF PROXIMAL

DEVELOPMENT

•SCAFFOLDING

Social Development

VYGOTSKY: Vocab: •SPONTANEOUS

CONCEPTS

•SCIENTIFIC CONCEPTS

•EMPIRICAL LEARNING

•THEORETICAL LEARNING

PSYCHOLOGICAL or CULTURAL TOOLS:

.

“The most important things a culture passes on to its members (and descendants) are these cultural tools. These are the cognitive devices and procedures with which we communicate and explore the world around us” (Snowman & Biehler, 46).

PSYCHOLOGICAL or CULTURAL TOOLS:

.

•LANGUAGE, SPEECH , WRITING•GESTURES, NON-VERBAL SIGNALS•DIAGRAMS, MAPS•NUMBERS, CHEMICAL FORMULAS•RULES, MEMORY TECHNIQUES

PSYCHOLOGICAL or CULTURAL TOOLS:

.

PSYCHOLOGICAL or CULTURAL TOOLS:

.

•LANGUAGE, SPEECH , WRITING•GESTURES, NON-VERBAL SIGNALS•DIAGRAMS, MAPS•NUMBERS, CHEMICAL FORMULAS•RULES, MEMORY TECHNIQUES

“Children of Many Lands: Elida’s Story: My Home on the Amazon

River, Peru”(Discovery Education video, 1991)Answer the questions following the video:

1. What were the most important cultural tools being used by Elida and her family? How many different ways were they used?

2. Can you give examples from the video that shows how knowledge and skills were being passed down from older people to the younger? Do you believe that the younger children were advancing?

3. What are your thoughts about the social interaction and cultural influences going on with this family and their lifestyle? Compare this to your own lifestyle, cultural influences and social interactions.

4. Would you agree with Piaget’s theory that social development leads to cognitive development? Give a good example from the video.