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"TEORIA COGNITIVA DE JEAN PIAGET"
- 1. TEORIA COGNITIVA DE JEAN PIAGET DOCENTE: MATENCIO GERONIMO ,Rafael ESTUDIANTE: SORIANO HUAMAN ,Ana Gabriela 'Año de la consolidación del Mar de Grau' “Facultad De Ciencias De La Educación Escuela De Inicial”
- 2. JEAN WILLIAM FRITZ PIAGET (09/08/1896 - 16/09/1980) PSICÓLOGO FILÓSOFO BIÓLOGO LICENCIÓ EN 1915 UNIVERSIDAD DE NEUHCATEL DOCTORO EN 1918 EN BIOLOGÍA SU CONTRIBUCIÓN MÁS IMPORTANTE AL CONOCIMIENTO FUE EL DEMOSTRAR QUE EL NIÑO TIENE MANERAS DE PENSAR DISTINTAS A LAS DEL ADULTO OBRAS EL NACIMIENTO DE LA INTELIGENCIA GÉNESIS DE LAS ESTRUCTURAS LÓGICAS Y ELEMENTALES PSICOLOGÍA Y PEDAGOGÍA EL DESARROLLO DEL PENSAMIENTO TRABAJO CON BINET Y SIMON. CREADORES DEL TESTS PARA MEDIR LA INTELIGENCIA fue SUIZO DESDE NIÑO SE INTERESÓ POR LAS CIENCIAS NATUARLES
- 5. Etapa 1 (0-1 mes): Ejercicio reflejo. Los niños usan sus reflejos innatos y adquieren cierto control sobre ellos.
- 6. Etapa 2 (1-4 meses): reacciones circulares primarias. Los niños repiten las conductas placenteras que ocurren por azar (chupar el pulgar)
- 7. Etapa 3 (4-8 meses): Reacciones circulares secundarias. El niño hace accidentalmente algo interesante o placentero, como poner en movimiento un móvil colocado sobre su cabeza
- 8. - Etapa 4 (8-12 meses): Coordinación propositiva de los esquemas secundarios. Empiezan a anticipar sucesos y a utilizar esquemas previos para resolver problemas en situaciones actuales
- 9. - Etapa 5 (12-18 meses): reacciones circulares terciarias. Empiezan a experimentar con acciones nuevas para ver lo que sucede en lugar de repetir patrones de conducta ya aprendidos. Se sirven del ensayo-error
- 10. - Etapa 6 (18-24 años): Soluciones mentales. Empiezan a pensar en los problemas para encontrar soluciones mentales; internalizan las acciones y sus consecuencias, y no se basan exclusivamente en el ensayo-error
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- THROUGH OBSERVING HIS OWN KIDS AND OTHERS PIAGET DECIDED ON FOUR STAGES OF DEVELOPMENT: SENSORIMOTOR: -Development based on info obtained through senses or body movements •object permanence (a hidden object still exists, i.e. peek-a-boo) •goal-directed actions: baby plans something, i.e. batting a swinging toy. PREOPERATIONAL STAGE -Beginning of mental operations •Operations child can think about doing something without actually doing it. •Decentering (object is red & square)/•Egocentrism: Sees world from own view •Reversible thinking child can think backwards (i.e. counting) •Collective monologue: group talk but no real interaction CONCRETE OPERATIONAL STAGE -”Hands-on thinking” stage, mental tasks are tied to concrete objects and situations •Conservation: changes in some characteristics of an object remain the same despite changes in appearance •Seriation can organize objects in sequential order by size, weight, vol. •Classification: can group objects into categories •Compensation: change in one dimension can be offset by changes in another (i.e. a balance scale or an algebra problem 2X + 7 = 3X - 9) FORMAL OPERATIONS -”Scientific”, hypothetical, inductive reasoning stage: What if . . . ? -Adolescent egocentrism: everyone else shares one’s thoughts, feelings, and concerns (i.e. realization that “gee my parents have grown smarter over time”) -Achieved in areas of interest and experience/Do we all reach the fourth stage?
- THROUGH OBSERVING HIS OWN KIDS AND OTHERS PIAGET DECIDED ON FOUR STAGES OF DEVELOPMENT: SENSORIMOTOR: -Development based on info obtained through senses or body movements •object permanence (a hidden object still exists, i.e. peek-a-boo) •goal-directed actions: baby plans something, i.e. batting a swinging toy. PREOPERATIONAL STAGE -Beginning of mental operations •Operations child can think about doing something without actually doing it. •Decentering (object is red & square)/•Egocentrism: Sees world from own view •Reversible thinking child can think backwards (i.e. counting) •Collective monologue: group talk but no real interaction CONCRETE OPERATIONAL STAGE -”Hands-on thinking” stage, mental tasks are tied to concrete objects and situations •Conservation: changes in some characteristics of an object remain the same despite changes in appearance •Seriation can organize objects in sequential order by size, weight, vol. •Classification: can group objects into categories •Compensation: change in one dimension can be offset by changes in another (i.e. a balance scale or an algebra problem 2X + 7 = 3X - 9) FORMAL OPERATIONS -”Scientific”, hypothetical, inductive reasoning stage: What if . . . ? -Adolescent egocentrism: everyone else shares one’s thoughts, feelings, and concerns (i.e. realization that “gee my parents have grown smarter over time”) -Achieved in areas of interest and experience/Do we all reach the fourth stage?