2. Jean Piaget
• Nació en Suiza
• Doctor en Ciencias Naturales
• Se interesó por la Biología, la Filosofía y la
Psicología
• Sus estudios fueron inspirados por su trabajo
en el Laboratorio Psicológico de Binet,
fijándose principalmente en las respuestas
incorrectas de los niños
• Rechazó las Pruebas estandarizadas
• Diferenció varios niveles de desarrollo
3. Teoría del desarrollo de
Piaget
Planteamientos básicos de Piaget
Influencias en el desarrollo
Tendencias básicas en el pensamiento
Cuatro etapas del desarrollo cognitivo
5. Postulados de Piaget
• En períodos diferentes los niños usan
estructuras mentales diferentes
• Las estructuras disponibles para los niños
están determinadas por su constitución
biológica y sus experiencias de vida
• Piaget piensa que los niños son incapaces
de aprender tareas particulares si no están
en esa etapa
7. Influencias en el
Desarrollo
Maduración: programada genéticamente,
ocurre naturalmente; cambios biológicos
Actividad: habilidad individual para actuar
en el ambiente
Transmisión Social: las personas
aprenden de otros
8. Tendencias Básicas en
el razonamiento
Organización: en estructuras / esquemas
Equilibrio: Búsqueda de balance entre los
esquemas y la información del ambiente
9. Tendencias Básicas en
el razonamiento
Desequilibrio: cambios a través de la
asimilación o acomodación
Adaptación
Asimilación: fijar la nueva información
en las estructuras cognitivas existentes
Acomodación: alterando las estructuras
existentes o creando nuevas
10. Cuatro Etapas de
Desarrollo Cognitivo
Sensorio-motor
Infancia: 0-2 años
Pre-operacional
Infancia temprana: 2-7 años
Operacional Concreta
De los 7-11 años
Operacional Formal
Adolescentes y Jóvenes: 11-15 años
11. Sensorio-motor (0-2 años)
Desarrollo basado en la información
obtenida a través de los sentidos o
movimientos del cuerpo
Permanencia del objeto
Acciones dirigidas
12. Pre-operacional
(2-7 años)
• Comienzo de las operaciones mentales
• Operaciones: el niño puede pensar acerca
de hacer algo sin hacerlo de hecho
• Egocentrismo: mira el mundo desde su
propia visión
• Pensamiento reversible
• Monólogo colectivo: conversación grupal
pero sin interacción real
13. Operacional Concreta
(7 - 11 años)
• Las tarea mentales están ligadas a objetos y
situaciones concretas
• Conservación: los cambios en algunas
características de los objetos permanecen
• Seriación: puede organizar objetos en orden
secuencial
• Clasificación: puede agrupar objetos en
categorías
• Compensación: los cambios en una
dimensión pueden deberse a cambios en
otras dimensiones
14. Operacional formal
(11 - 15 años)
• Etapa del razonamiento científico, hipotético,
deductivo
• Egocentrismo adolescente: cada uno
expresa sus sentimientos, pensamientos y
pareceres
• El razonamiento es logrado en áreas de
interés y experiencia
15. Limitaciones de
la Teoría de Piaget
Subestima las habilidades de los niños
Etapas fijas
No toma en cuenta el papel de la cultura
y del contexto social
Notas del editor
•Born in Switzerland
Father a historian, mother at home.
Published his first article in a natural history magazine at 10 years old describing a partly albino sparrow in a public park
He got his bachelor’s degree at 18 and doctorate at 21 in natural sciences, particularly biology. He was considered a world expert on mollusks.
His focus shifted from Biology to Philosophy to Psychology. Each of those areas affect his perspective, i.e. the relationship of science and faith in moral development.
He worked in Binet’s (of Stanford-Binet IQ fame) psychological laboratory for a time where he became interested in the development of children’s intelligence, particularly in children’s incorrect answers. He started asking the children questions and found that there were different kinds of common wrong answers at different ages. He came to the conclusion that older children’s thinking is qualitatively different than younger children: rejecting a quantitative definition of intelligence (based on the number of correct responses on a test). He rejected the standardized test as losing considerable information about the child’s thinking. This revolutionary style of testing allowed a child’s answers to determine the course of questioning, which allowed the researcher to comprehend the underlying basis for a child’s response. So in 1921 he wrote “At last I had found my field of research.” and he researched and wrote about it for the next 60 years.
By the age of 30 he was already famous for his work in psychology.
FIRST OF ALL,
Piaget postulates that at different periods, children use different mental structures to think about and make sense of their world. The structures available to children are determined by their biological readiness and life experiences. Piaget thought of children incapable of learning particular tasks if not in that stage.
•PIAGET BELIEVED THAT development was Orderly, adaptive, qualitative changes in four areas: physical, personal, social, cognitive
-Physical: changes in body structure, i.e. puberty
-Personal: changes in personality
-Social: changes in the ways we relate to others, i.e. playing as a baby we play next to another kid but not with.
-Cognitive: Mental processes become more complex and sophisticated, i.e. clay conservation, hypothetical reasoning
•Qualitatively different ways of thinking
PIAGET BELIEVED THAT three factors influence development or changes in thinking:
•Maturation: genetically programmed, naturally occurring, biological changes over time.
•Activity: individual’s ability to act in the environment;
•Social transmission: people learn from others
These are influences, so how do we think, according to Piaget?
PIAGET BELIEVED THAT THERE WERE FOUR PRINCIPLE TENDENCIES IN THINKING:
•Organization: Tendency to organize thinking processes into psychological structures/schemes.
•schemes: structures that are basic building blocks of thinking
•Equilibration: A search for balance between cognitive schemes and information from the environment
•Disequilibration: Current ways of thinking are not working, so must change through assimilation or accommodation•Adaptation: tendency to adapt to the environment through complementary processes of assimilation and accommodationassimilation: fitting new information into existing cognitive structures “Oh, that’s just like . . .” i.e. seeing a flamingo for the first time.
-accommodation: altering existing cognitive structures or creating new ones in response to new information “Gosh, I thought it worked this way . . . “ i.e. only seeing dogs and cats your whole life, then seeing a rhinocerous. Change in scheme of “Animals: all animals are small and furry”
PIAGET BELIEVED THAT THERE WERE FOUR PRINCIPLE TENDENCIES IN THINKING:
•Organization: Tendency to organize thinking processes into psychological structures/schemes.
•schemes: structures that are basic building blocks of thinking
•Equilibration: A search for balance between cognitive schemes and information from the environment
•Disequilibration: Current ways of thinking are not working, so must change through assimilation or accommodation•Adaptation: tendency to adapt to the environment through complementary processes of assimilation and accommodationassimilation: fitting new information into existing cognitive structures “Oh, that’s just like . . .” i.e. seeing a flamingo for the first time.
-accommodation: altering existing cognitive structures or creating new ones in response to new information “Gosh, I thought it worked this way . . . “ i.e. only seeing dogs and cats your whole life, then seeing a rhinocerous. Change in scheme of “Animals: all animals are small and furry”
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?