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
3.
4.
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
Notas del editor
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?
