Ceeed earn eran’ Who is Jean Piaget? + He began showing an interest natural sence sreseageat tt + Hetdentiedhimsalf ea gereteeisterclegit | + te auguted that cde sr the kode Y they seq tough ther experiences and aA g {leon Paget lorapn) + He best known toy for he earch he had concogitvepseology "fought ae Sve eng and {eel oust cer Basic Cognitive Concepts O Schema = It isan in I's way to understand or ceting Meany bouts Glog ov pees a, = The proces of fiting a new experience into an daria eed rater schemg. Accommodation ~ The process of creating new schema a = ts achieving proper balance between asimlation and asemmodation * The cognitive structures by which individuals adapt to and organize their environment « Itis an individuat's way to understand or create meaning about a thing or experience « Itis like the mind has a filing cabinet& each drawer has folders that contains files of things he has had an experience Sclema, Piaget wed th fem “schema” to er to the comive Secures by which indus intelecually adapt to and organize thie vironment, itis an individuals way to understand or este meging shout hing or experience. tis TRE the mind has a fling cabinet nd ach drawer as fldrs that conan files of things he hes had an exprience with Fr instance, i @ child sees @ dog forthe fis tne, he creates his own sthema of what a dog is. It has fou leas and 2 | tal berks. I fi, The child then “puts this descrition of @ dep | “on fie” in his mind. When te sees another similar dog he “Pills” at | ths file (is schema ofa dog) in his mind loks atthe anal and sy, “Tur legs, tal, barks, fur... Thats dog!” ‘simian. Tis i te proces of Sing 2 new exe nt | ‘a existing or previously crated cognitive stutue or schema. Ifthe | lid sees another dog this time a litle smaller oe, he would make Sense of what he is sing by adtng this new information (diferent lokng dg ino is ame of a dy Accommodation. This isthe process of creating a new schema, IF the same chiki now sees aniter animal tht looks litle bit like a og, but somehaw different. He might try to it it ino bis scheme of a og, and say, "Look mommy, what a funny looking dog. Is batk is fanny too!" Then the mommy explain, "Tha nota fanny looking dog. ‘Thats a got!" With mommy further description, the child will now rete a new schema, that of & goat, He now odds new file in hy filing cain Equilibration. Paget belived that that people have the natural ‘eed to understand how the world works and wo find order. structure, and preicabily in thir life. Equation is achieving proper balance between ssimilton and accommodation. When our experince do at ‘match cur schemata (pha of scema) or egve ucts, we expe ence cognie disequilibrium, This means thee isa dscreqeny between what is perceived and what is understood. We then exer) effort through assimilation and accommodation to esublish equilibrium : oct Sensorimotor Stage In the sensorimotor stage, babies take in the world by looking, hearing, touching, mouthing, and grasping, Children younger than 6 months ‘of age do not grasp object permanence, Le, objects that are out of sight are also out of mind. ‘A months of ago wha sot of Sts ot out nie Stages of Cognitive Development 1, Sensr-motor Stage, The fist stage covespond from ith inf. This isthe sage when a child who is nly reflexive it gasping, king and reaching becomes more oe nized in his movement and activi. The tem senso-motae focusts onthe prominence of the sens end muscle move- ment trough ich the int comes 10 Team about inset and the vor n woking with chien in te sensornoae stage, tethers should aim to provide arch and stimulating envicnmer wth sprog cj olay wthSensorimotor + Object Permanence (around 6 months) * thesearenestha things ontinne oes xen ‘hea aot pereied tional Stage 2-7 yar Ti gt ase gee raprerid Se See ‘ere ey ego ans ys Tse ypreamgnce estes) ey os er ligt ene 2. PreOperond Sage. The prspertical sage coves frm abut ot ren years ol, uly corsponding in the precool yer. inline at tis sage is ime in ature ACs, te cil can sow make metal pe series ed a wo eed, hci is mw ever close ease of Sms. Tis sae hls bye low ix Smo Fat. Ths 2 iy w gs ta ves. Amb i ig dat ees mtg es. A ing. wee wer, ohn word cme 1 Be ntsc pei 4 eos 2m MRT in ‘Shi ect ply dey ne pd eves 29 yes Fi a oe ay lt hei ig “Ths the tendency ofthe eid ony see ola chen aad eet crepes ces ok aecivy ed ee sb peop Seo ey ng ye Iter ty O's ee pe oe th canst ain ay Por ase Fs ody” dt “A Egoce Sa Centration. This refers to the tendency of the child t only focus on one aspect of a thing or event and exclude other Aspects. For example, when a child is presented with two identical glasses with the same amount of water. the child ‘vill say they have the samme amount of water: However anne Centration A Ineversibility $4+2=5 but not 5-3=2 ‘Animism. This isthe tendency of shildken to atibute human the tis or chances 0 inanimate objects. When at nit, the child is asked, where the sun iy she will rh, “Mec. Sun Is asleep. + Animism sth bl that everthing that fait ae tome Kind of eonscoutners ghey bl adore a Be ‘Trassstive reasoning. This ees 1 the pre-opertinal childs pe of ring tt is veer icine rr ec, Resin appears tobe fom parca to parc ie, if A aus 8, ten B causes A Fo example, ince her mommy sames home everyday around sito lack in he evening, avhen asked shy i is aeady nigh, th eid will ay, bexase my mom is aay heme” (For more nas en theMemeo neers ‘Age: 7-12 years. Sere eet eater Toto goer They ila sect hou ana have not ‘Stage 3. Concrete-Operational Stage. This stage is chaacterized | ay of ok pea ig ss ot conse abs. Te Coven apenas see been 611 yu othe elena self he coe eel ad yb lor Concrete Operational stage Decentering, This ees to the ably of the cil to pessve the diferent features of objets and sitions. No longer is the child focused oF limited 19 one aspect or dimension. This allows th cid to be more Inieal when dealing with concrete objects and siutions. For tty cof the: child ko think logically but only tn terms © Soncrete objects, seoaae es oars Reversibility: During the stage of concete operations. the child can now follow tat cen operations can he done in revere. For example, they can aeady cimprehend the sor. mataive propery of aden, and that sabacton i he revere of addition. They can also understand that » ball of ely shaped ino a diosa can again be rolled eck into all of Conservation. This isthe abit to ow te certain properties of js fie nimber, mass, volume, or ae do xchange ‘oon thee i cage in appeace. Becase ofthe d= pet fhe chi’ aiy of eetig an al web, the cone operation child can now joe vighly tat the amount of vate in a tle but rarer cone i il he same 2 when the water wasn he shor bu wise ls The clkenproges to atin cnseation abies gredaly ting a presonserer, a tata thinker and then & cone ‘Seriation. This refers to the ability to order oF arrange things in series based on one dimension such as weight. volume of SERIATION Formal Operational Stage preg E a eames available), roan Penaeus Stage 4. Formal Operational Stage. In the final tage of formal operations covering ages between 12 and 15 years, thinking becomes mare logical. They can now solve abstract problems and can hypothesize. This sage is characterized by the flow. ing Hypothetical Reasoning ability to come up with different hypothesis about a problem and weigh data to make =| ad Hyphal Reasoning, This is he ailty 1 come up with clffeent hypothesis about a problem and to gather and weigh at inorder to make fal decision or jlgent. This can te dine in tk absence of conrete objects. The individuals can row eal wih "What if queso9.1 Analogical Reasoning * Analogical reasoning is reasoning that depends ‘on a comparison of instances. For example: Enuty Anas atnbutes a,b, ¢, ana z Entity has attributes a,b,c ‘Therefor, entity B probably has attribute z as well | Analgjal reasoning, This isthe ability o perce te rele thi in or insane and then we tat reo to rarow down posse anes in anter sina sun or poten ‘The individual in the formal operations tage can make an analogy. I United Kingdom i oa, ten Philipines is to__. The inva wil aso tt ste th UK i fund Deductive Reasoning + Deductive Reasoning ~ A type of logic in which one goes from a general statement to a specific instance. + The classic example All men are mortal. (major premise) Socrates is a man. (minor premise) Theretore, Socrates is mortal. (concusion) The above is an example of a syllogism. Deduct Reasnng, Tis ste aiiy to think logically by ‘pphing 2 gee let a purer ince or stato, For example, al cours ner th noth pole have cold temper tues. Gren i near the Noth pole. Therefor, Greenland tas col temper From Piaget’ findings and comprehensive theory, we ean ere the flowing princi 1. Chien ill povde dire explanations of realty at diene stages of cogitve developmen. 2 Comnitive develops i faiitted by providing acivites or suas tht engage ames and eq adaptation (i, asi lation and secomedaton). ] 3. Leaming materi ad acvies shoud involve the appropiate level of motor or mental opertins fora child of given age; avoid asking sudens to perf sks that ate beyond their cormeteogitive ets. 4, Use teaching methods hat actively ine stents and present challenges. eastabeioe ‘Treentd vege Si een