La teoría del desarrollo cognitivo de Piaget propone cuatro etapas principales. Estas etapas son sensorio-motora, pre-operacional, operacional concreta y operacional formal. Cada etapa se caracteriza por cambios cualitativos en la forma en que los niños piensan y resuelven problemas. La maduración, la actividad y la transmisión social influyen en el desarrollo a través de estas etapas.
2. Teoría del desarrollo de
Piaget
Planteamientos básicos de Piaget
Influencias en el desarrollo
Tendencias básicas en el pensamiento
Cuatro etapas del desarrollo cognitivo
3. Planteamientos básicos
de Piaget
El desarrollo es un intento de los
niños por darle sentido al mundo
5. 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
6. Tendencias Básicas en
el razonamiento
Organización: en estructuras / esquemas
Equilibrio: Búsqueda de balance entre los
esquemas y la información del ambiente
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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
13. 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
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 accommodation assimilation : 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 accommodation assimilation : 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?