3 page metacognitive reflection

Piaget’s Cognitive Development Theory Angel Weber Magali Gonzalez

Hao Nguyen

About Piaget

Formative years ● Began studying zoology ● The combination of his

scientific thinking and interest in philosophy led him to become interested in psychology.

● Clinical method ● Studied the development of

intelligence.

PIaget’s “slow” Start Developing his theories ● Groups, structures, and

stages ● Snails and shell

experiments ● Children intelligence

studies and age differences

● Hold onto “justifications” and then “re-equilibrium” into new grouping

Piaget’s Stages of Development

Sensorimotor (Birth - 2 years old) ● emphasizes action through

reflexive actions (i.e. sucking on objects)

● Learning about the world through senses

● thought process development through sensory information and actions

● development of object permanence

Preoperational (2-7 years old)

● increase in language ability

● egocentric perspective ● limited logic ● restricted to one

dimension of an object ● Sees objects as

possessing life

(narrative about picture above)

Researcher: “Both cups have the same amount of water [picture 1]. I am transferring one cup of water into this new cup [picture 2]. Do the cups have the same or different amount of liquid? [picture 3]”

Child: Different, this one has more water [points at the cup that she thinks has more].

Concrete operations (7-11 years old)

● Development of language

● egocentrism declines ● utilize their senses

in order to know ● consider two or three

dimensions simultaneously

● concrete experiences are needed

(narrative about picture above)

Researcher: Is there the same amount of water in each glass?

Child: Yes, they have the same amount of water.

(narrative about picture above)

Researcher: Now is there the same amount of waat in each glass or does one

have more?

Child: They have the same amount of water. It’s just that one of the cups is wider than the other one so it looks different.

Formal operations (11 yrs-adulthood)

● inductive and deductive inferences

● higher levels of thinking

● abstract thought ● form hypotheses and

deducing possible consequences

Piaget Today

Moving forward with Postformal thinking ● Expanding on Piaget to

further understand cognition

● Going beyond formal operations: Postformal thinking ○ Relativistic ○ Dialetical ○ Metasystematic

PIaget: Creativity & Autonomy

● Cognitive development is a creative process ● Interactive and constructive process build cognitive

structures ● Autonomy, creativity, and an impasse ● Creativity allows individual to act upon world in more

flexible and complex ways ● Creativity, cognitive structures, & Symbolic play

Application of Theory: GATE

● Creative imagination integrated into rational logic thought ● Making sense of the world relatively - position of creator ● Creativity is construction of cognition from interacting

with the world - environment is key! ● Environment -> thinking, intelligence, creativity ● Enriched environment interactions -> Support GATE

Piaget Challenges

Challenges Piaget Struggled with ● Part versus whole ● Continuity versus

discontinuity

Major issues raised by Piaget that still challenge us:

● Specifying “development” ● Difference in cultures

A Diverse Perspective REquired ● Understanding the structure of

beliefs, not content ● Development occurs in context ● Foundation cognitive theory

lacking social dynamics ● Diverse Perspectives - the role

of context and community in make-meaning processes

● Foundational cognitive theory alone isn’t enough

Limitations to Piaget spurring new theories ● Moral dilemmas - Piaget lacking ● Two main criticisms to cognitive

approach: - Linear development - Lacks impacts of emotional

experiences ● Haidt and social intuitionist approach

- Emphasizes role of moral emotions - Self-defeating moral relativism

● The solution? Dynamic Systems Theory

Concluding Statements

Significance towards Human DEvelopment ● Piaget’s Stages of

Development ● Continued development ● Applications Today ● Challenges still

considered ● Weaknesses inspire

reactions and new theories

References ● Bibace, R. (2013). Challenges in Piaget’s legacy. Integrative

Psychological & Behavioral Science, 47(1), 167-175. doi:10.1007/s12124-012-9208-9

● Burman, J. T. (2013). Updating the Baldwin effect: the biological levels behind Piaget’s new theory. New Ideas in Psychology, 31(3), 363-373. doi:10.1016/j.newideapysch.2012.07.003

● Carey, S., Zaitchik, D., & Bascandziev, I. (2015). Theories of development: In dialog with Jean Piaget. Developmental Review, 38, 35-54. doi:10.1016/j.dr.2015.07.003

● Chiland, C. (2016). Jean Piaget (1896-1980). Neuropsychiatrie De L'enfance Et De L'adolescence, 64(7), 481-483. doi:10.1016/j.neurenf.2016.09.001

● Kim, M. (2012). Cultivating teachers’ morality and the pedagogy of emotional rationality. Australian Journal of Teacher Education, 38(1), 12-26.

References Continued ● Lefmann, T., & Combs-Orme, T. (2013). Early Brain Development for Social

Work Practice: Integrating Neuroscience with Piaget's Theory of Cognitive Development. Journal Of Human Behavior In The Social Environment, 23(5).

● Ojose, B. (2008). Applying Piaget's Theory of Cognitive Development to Mathematics Instruction. Mathematics Educator, 18(1), 26-30.

● Scott-Janda, E. E., & Karakok, G. G. (2016). Revisiting Piaget: Could postformal thinking be the next step? Philosophy of Mathematics Education Journal, (30), 1-11.

● Stoltz, T., Piske, F. H. R., de Freitas, M. F. O., D’Aroz, M.S., & Machado, J.M. (2015). Creativity in gifted education: Contributions from Vygotsky and Piaget. Creative Education, 6, 64-70.

● Taylor, K. B. (2016). Diverse and critical perspectives on cognitive development theory. New Directions For Student Services, 2016(154), 29-41. doi:10.1002/ss.20173