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Adolescencia piaget
- 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
- 4. Planteamientos básicos de Piaget El desarrollo es un intento de los niños por darle sentido al mundo
- 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
- 6. Desarrollo: Cambios (ordenados) cualitativos y cuantitativos en lo: Físico Personal Social Cognitivo
- 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. El estadio final • Se conoce como el estadio de las operaciones formales (adolescencia y en la edad adulta, alrededor de 14 años a aproximadamente de 15 a 20)
- 16. • La inteligencia se demuestra a través de la utilización lógica de símbolos relacionados con los conceptos abstractos. En este punto, la persona es capaz de razonar hipotéticamente y deductivamente. Durante este tiempo, las personas desarrollan la capacidad de pensar en conceptos abstractos.
- 17. • Piaget creía que se vuelve importante el razonamiento hipotético-deductivo en el estadio de las operaciones formales. Este tipo de pensamiento implica situaciones hipotéticas y, a menudo se requiere en la ciencia y las matemáticas.
- 18. • El pensamiento abstracto surge durante el estadio de las operaciones formales. Los niños tienden a pensar muy concreta y específicamente en los estadios anteriores, y empezan a considerar los posibles resultados y consecuencias de las acciones.
- 19. • Meta cognición, la capacidad de "pensar sobre el pensamiento" que permite a los adolescentes y adultos para razonar acerca de sus procesos de pensamiento y su monitoreo.
- 20. • La resolución de problemas se demuestra cuando los niños utilizan de ensayo y error para resolver problemas. La capacidad para resolver un problema de forma sistemática y emerge una manera lógica y metódica.
- 21. 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
- 22. Conclusiones • Da por buena la concepción de la adolescencia como periodo tumultuoso en lo afectivo, aunque su aportación sea en el ámbito del desarrollo intelectual.
- 23. • En la conceptualización del egocentrismo adolescente se pueden encontrar ideas sicoanalíticas una de ellas es el poder que los adolescentes creen que pueden tener sus ideas y teorías como modificadores de la realidad social llegando a creencias irrealistas.
- 24. • Está a favor de la discontinuidad. • Es decir, el sujeto, al pasar de niño a joven cambia no solo cuantitativa sino cualitativamente.
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?