DEW Te cOMEEPTS Row 1ouooy tar Pager wsto To cxPtaM | OCATVE VELOPMENT AND EVKLUAE MIS THEORY OF SIGHS, "RACE THE SUBSTAGES aD BENCHMARKS OFTHE SENSORGTOR PERIOD Weta OEELOPHEN, ‘exTF sve RENE AND LMTAIONS OF PREOPERTIONAL THOUGHT CHILDREN'S COOMTIVE eve oPHE APPLICATIONS Selecting Developmentally Approprnte Play Materials ‘var2e HE COEATVE ASK ASTERIES THM CHARACTERIZE CONCRETE OPERATIONAL TeOUEH, {PA THE CHARACTERISTIC AO GUTEONES OF FORMAL OPERATIONS COMPARED To coNCRETE ovens.ZT] cate = Fagot sy ed Cognition ist ther are arta oes — at tr ars nd your hen fe tole, Yt eden thikrg ors om ta ot agus = macys Te eres itu ad ae tec? Tischtennis Pages Cte Dengue Tay [25T sept, meres ty the wrk fan ing We represen by the wk of a ty tough hese jaget's Cognitive-Developmental Theory age st serve ba: pibmoplica ean shot be matr f ‘childs undersianding of base concepts such a space and time, causa, number and pence cae el tie btre clwen H eeed i e deamascally over the eouse of development. Piaget claimed that these basi forms of lenwledge delay theughout tilde The ld of ology inspite Piaget ies shou the retire and inction of int gence A bse biological prinspleis thao enzatin, An ogee sere siya Seer clei fal tm el enn ating enact chewy gly ep get maintained tha he sume principle apis vo human nteigence. For Paget, he cence ofinteligence doe otk in indivdully ced poner acted eae, eee Hen the undying ongairaton. This orgeniation takes the fom of ogntiv sre tht the developing child constrict, Cope race ae wae > inne information to understand and reemnberieoeeftetvey Theo of he co "he pcolopet ito dconer wha thene ect ae and how they can .chanisms of Cognitive Change nother sc bilo prncple x adaption All engi edapt roth eovonment in which they must uve, offen by means of complex mechanisms, The biog te, to discover what thee mechusoms of adaptation ar Human ntignce, scoring Paget ean apie phenomenon —it the primary ean by which humans apt 0 ‘he eaonment cllengs they fice, Adepration occu trough the complementary process of asi scosttedation. In any of bur ntorncr withthe evcontent we enim the ‘com of what we teadyundeetand, When clden sit they may itt ely Feith the understunding they already pomens For ramps pce wh efi eth thecatgery ish ray insist on er Ft sto Sea Wc tht delphi an whales {We sho Seba asimiating these atic nimak ino her cent uranic of hu fa ee AL these ine, we re coainually hanging our eget suet to ‘conmadete oo beer ou knowledge enitnmental ate So a= cl een, fore about the characterise of ih and mammal she changes her udersiding of hal and dlpine to ef chee starr a nan, Though ccmdation, de Urdesandiag of the ervironneat sound them gradually become more acuta they ‘ncoporate ate information int thei cogite tres tis though inmumerble a ‘ns of aximilon and asornmodaton that ogntie deepen occ hy ven tat modi ne thinking ruil chen cer ngage Inaccommodatio? Piaget dived hat jt Sal ogee sie sna iloge qulibcum or harmony with thir envionment, children, to, ek ache cognitive tulace withthe envionment Page refered t this as equation: sl-eplry Bross that prides he mosation fr coginechange- When cen bec se tha ici undemtanding inadequate, they expen fing of ogni conor apuitriam, Coie squire sree when cient Uh undead. Jax fic more adapvly withthe cognitive challenge fcing them. Equi i ie the cone om bee het Pag depo[ER] ene «rags Seta arene cine kt W test Your Mastery Achieved when the chil cote rats cen respond to environmental challenges Tene her andor distorson or undve misundenandg, Eglibration thus provider eee trough which chien can itera uae the balance beta ering tie ‘[ctdanding ace but pte susierpesing the evionment (asiniation) and “ung the understanding to beter tthe eionment (ae ommodaton), “Savhcing tue delpin ned wile ae no fs the cid may elie tat es “si? oon ace nt eth er corentesperince Se may chon Simply eg this ron ond contin w amine dolphins ino Be cone of ah, Hewes she my ‘aparece dog asin om the snr between er cient concept xd the ne Seta. hice che engages eqibeaion struggling to change er cane tune te fat thet lpn ae tf, When br wdereanding 9 Sh nd mas sear rnutcat asuntly hal the ana that abe ects inclding als and ‘Biphion our pcetolr hes achieved equilibria gin. Eqition thus explains how ree tures contin Become acon or nied inh ‘yond sek eultiam, Teal ach ine copie equa srestored (ra taro enitng inte confit the tid achieves understid- Sigs cpp dope Page, 1957, 1977s worth ang howe hat siete ameeoteulisaton makes yet eof iio seein. iit “eben and et ssinifly (Chapman, 1982; Zimmerman 8 Blom, 1983). "Tn Pages churccined cena ane pian inthe owa ogni deel pment Cie debe ek ot new ifiraion about the vionment Page lo ae cd copie deopncat acura pre. iden dono smo br steonungifration sits presented athe, hey inset te ifrtin in Kt of ‘ie oneing evel of undcetading More adraeadcogatv srr thas bul on ar Pence pn rtctures rmchas ace gine or example constricted ow of Me ice pres One cull no bla car eine without Sst having constructed 2 a= ‘Satter actor on Siar id cold no engage in episieted ngitive proses The hopris ein without sharing stained te abity combine oematon lg (elie Ps constructive she eather hlen ate consrs tir kd Geiger mont lating contusions e our undetanding of ogi development ‘The Concept of Stages In Piaget’ theory vo single egnaizaton ot of ogi structures defines childhood dolce Plage bee ht development progres through seis of ages. Each aie avles anne st of ment srctre that case thinking at exch sag ob “eae diferent fon that of preceding or subsequent stages. The guar ‘Gro inking of oer chden not ast Deter oe fster than that of younger