1. LIFE SPAN DEVELOPMENT JEAN PIAGET COGNITIVE DEVELOPMENTAL THEORY
KOHLBERG’S THEORY OF MORAL DEVELOPMENT
ERIKSONS PSYCHOSOCIAL DEVELOPMENT

4. JEAN PIAGET 1896-1980 SWISS Published first paper at the age of ten
Started as a Biologist, but was really interested in How children think?
“Children are not empty vessels to be filled with knowledge.”
“Children don’t think like grownups”

5. INTELLIGENCE ORGANIZATION ADAPTATION
The ability to categorize and prioritize
How we adapt to allow for new experiences and information; our developing flexibility and creativity
ASSIMILATION
ACCOMODATION
Assimilation - R

6. HOW DO WE LEARN

7. Maturation
Piaget believed a child must be ready to learn new things: MATURATION
EXAMPLE: Baby won’t walk until their legs are developed enough to walk.

8. STAGES OF COGNITIVE DEVELOPMENT
Stage 1: Sensorimotor
Stage 2: Preoperational
Stage 3: Concrete Operational
Stage 4: Formal Operational

9. Stage 1: Sensorimotor Birth to Two Years
Characteristics: Infant uses senses to explore; begins with reflexes and ends with complex coordination's
Newborn – Rooting and Sucking
1 month – repeating behavior patterns that are pleasurable (sucking thumb)
2-3 months – Coordination of vision and grasping (looking at what they are holding)
3-4 months – Behavior becoming more intentional (interested in acting on the environment to make interesting results – sound of a rattle)
4-8 months – Exploring cause and effect (banging toys on the floor or table

10. Stage 1: Sensorimotor 8-12 months – Object Permanence
1-2 years – Showing interest in how things are constructed
Why babies are constantly touching everything, including faces, etc.
When you remove an item they will begin to search around, not looking in the last place they saw it.

11. Stage 2: Preoperational 2-7 years
Representing the world mentally by using words and symbols to represent obbjects, but thought is egocentric (one-dimensional).
Egocentrism – Children cannot understand that other people do not see things the same way they do.
The Three Mountain Study qFgsIbh0
Egocentrism – Why is the sky blue? – Cause blue’s my favorite color

12. Stage 2: Preoperational
Animism - Attributing life and consciousness to physical objects like the sun and moon Artificialism – Believing that environmental events like rain and thunder are human inventions. Conservation – Basic properties of substances such as mass, weight, and volume remain the same, when you change superficial properties such as their shape or arrangement Object Responsibility – Blame based on the amount of damage done rather than the motive
Animism – Why do trees have leaves? – to keep them warm
Why do stars twinkle? – Because they’re happy
Where do boats go at night – They sleep like we do.
Artificialism – What makes it rain? – Someone emptying a watering can
Why is the sky blue? – somebody painted it
How does a baby get in mommy’s tummy? – Just make it first. (how?) You put some eyes on it, then put on the head.

13. Stage 2: Pretending: Trying on Roles

14. Preoperational Play Involves pretending and imagination
Slowly expands our understanding of ourselves and others as we involve ourselves more and more in group play
House: “you be the mommy and I’ll be the daddy…”
More exploration of the physical world: climbing, jumping, swinging…

15. Stage 3: Concrete Operational 7-12 years
Characteristics: Child understands and applies logical operations. Typically involving tangible objects and not abstract ideas.
Skills:
Conservation
Decentration - Focusing on more than one dimension of a problem, so that flexible, reversible thought becomes possible. (Moral judgement)
Reversibility – Recognition that processes can be undone, that things can be made as they were.

16. Concrete Operational Play
Involves more rules; winning, losing
Rules are often negotiated first or argued over later
Trading: understanding of value
Beginning to understand cultural gender roles

17. Stage 4: Formal Operational 12 years and up (Cognitive Maturity)
Characteristics: Can think in abstractions and hypotheticals; Can lead people to be either very idealistic or think they know everything
Skills: To process multiple possibilities/answers, interest in ethics, problem-solving, social action
With a partner answer the following questions:
If you had a third eye and could put it anywhere you want, where would you put it?
If Kelly is taller that Ally and Ally is taller than Vontae, who is the tallest?
What would happen if people chose to stop having children?

18. “If a card has a vowel on one side, then it has an even number on the other side”
Which cards do I need to turn over to tell if this rule is actually true?

19. Research on Formal Operational Stage
Data from adolescent populations indicates  only 30 to 35% of high school seniors attain the cognitive development stage of formal operations (Kuhn, Langer, Kohlberg & Haan, 1977).
For formal operations, it appears that maturation establishes the basis, but a special environment is required for most adolescents and adults to attain this stage.

20. Critique of Piaget Used his own and friends’ children as subjects
They were white, European, upper-middle class
Quasi-experiments: no control groups or random samples
These methods led Piaget to underestimate children’s abilities.
Preschoolers are less egocentric and more capable of conservation at earlier ages
Cognitive Development
Does it really occur in stages?
More continuous than Piaget thought. His theory was rigid, we now know that cognitive development is more gradual.
Development Sequences
No variation in the sequence in which cognitive development occurs

21. PIAGET
Piaget DID forever change the way we understand children. They are cognitively different from adults and his theories have had a profound influence on educators, parents and other explorations in the field of child psychology .

22. Role of Adults in Child Development
Don’t be fooled! The emphasis on maturation does not mean that adults are not vital.
Adults need to provide wonderful, rich, exciting opportunities for children to play and explore and grow and learn. But they should be age appropriate!
If we push children to do activities that are beyond their maturity, not only is it a waste of time, but they will miss the fun, beauty, excitement of all the activities that are appropriate for their natural growth