Jean Piaget, Swiss developmental psychologist and philosopher whose
career had a profound effect on both education and psychology. Throughout his
career, Piaget made several contributions to learning and to cognition. There
is also a very important model developed by Piaget and theoretical concepts associated
with that model. This model developed by Piaget still has a modern-day
relevancy.
Contributions to Learning and to Cognition
Piaget made several contributions to learning and to cognition by
developing theories that helped understand the cognitive differences between
adults and children. He provided support for the idea of children and adults
think differently. Piaget’s work also generated and increased interest in
developmental and cognitive psychology. Students in education and psychology
study the theories of Piaget to understand learning and cognition. Applying
Piaget's theory of cognitive development to the education of children is another
contribution that enables the effective teaching of children (Kuhn, 1979). One
last contribution of Piaget’s is the creation of the International Center for
Genetic Epistemology, which occurred in 1955.
Model associated with Piaget
Jean Piaget developed the theory of cognitive development, which
distinguishes the four primary cognitive structures that correspond to four
stages of intellectual development. The stages are in turn divided into
distinctive sub-stages in which distinctive cognitive abilities emerge. These
stages are sensorimotor stage (birth to about two years), preoperational thinking
(about two to seven years), concrete operations (about seven to 11 or 12 years),
and formal operations (about 11 or 12 to 14 or 14 years).
Sensorimotor
Stage
This
stage occurs from birth to about two years. A characteristic of this stage is the
absence of language; however, the stage is not characterized by thinking, such as
Piaget viewed thinking (Olson & Hergenhahn, 2013). Basically, infants, and
toddlers do not have words for things therefore objects do not exist when a
child is not interacting with the objects directly. Strictly sensorimotor are children’s
environmental interactions, what children deal with is the here, and present.
Egocentric, refers to how children are at this stage, and they see every, and
anything with themselves as a frame of reference (Olson & Hergenhahn,
2013). Also at this stage a child’s psychological world is the only one of existence.
The concept of permanence for a child develops toward this stages end;
therefore children start to realize that objects still exist when they are no
longer experiencing those objects.
Preoperational
Thinking
This stage occurs
from about two years to seven years. In this stage there are two subdivisions,
which are preconceptual thinking (occurring basically two to four years) and the
period of intuitive thought (occurring basically four to seven years) (Olson
& Hergenhahn, 2013). During preconceptual thinking, children start the
formation of rudimentary concepts. Olson and Hergenhahn (2013), “they begin to
classify things in certain classes because of their similarity, but they make a
number of mistakes because of their concepts; thus, all men are “Daddy,” all
women are “Mommy,” and all toys they see are “mine” (p. 275). Logic at this
stage is transductive, instead of deductive or inductive. During the period of
intuitive thought a child does not solve problems in accordance with any logical
rules but rather intuitively. Also during this period a child lacks the ability
to develop conversation. The “term” conversation refers to the ability of
realizing that length, substance, number or area remains constant; even if presented
in different ways.
Concrete
Operations
This stage occurs from about seven years to 11 or 12 years. During
which, children develop the abilities to conserve, deal with classes adequately.
As well as develop the ability to deal with number concepts, and seriation, such
as in the ability to arrange certain things from largest to smallest or
smallest to largest (Olson & Hergenhahn, 2013). A child also has the
ability of performing complex operations on problems; however, the problems cannot
be abstract; they have to be concrete. During this stage, the thought processes
of a child direct toward observable existing events.
Formal
Operations
This stage occurs from about 11 or 12 years to 14 or 15 years. Children
can deal with hypothetical situations, and his or her thought processes are not
exclusively bound by what is existing and immediate at this stage (Olson &
Hergenhahn, 2013). At this stage thinking is as logical as possible, and one’s
mental apparatus is as sophisticated as possible. Although there is the ability
to direct this apparatus toward the solution one’s never ceasing problems throughout
life (Olson & Hergenhahn, 2013).
Theoretical Concepts Associated with the Model
Theoretical concepts developed by Piaget are intelligence, schemata,
assimilation, and accommodation, equilibration, and interiorization. Piaget
described intelligence as a dynamic trait because the availability of an
intelligent act changes as an organism biologically matures and can gain experience
(Olson & Hergenhahn, 2013). Piaget thought of intelligence as a necessary
part of any organism because every organism seeks intelligent conditions, which
are beneficial to the survival of said organisms. Exactly how intelligence exhibits
itself during any point and time inevitable varies as conditions vary (Olson
& Hergenhahn, 2013). A schema, as thought of by Piaget is an element in cognitive
structure of an organism. An organism’s available schemata, determines how said
organism may respond to the physical environment (Olson & Hergenhahn,
2013).
Olson & Hergenhahn (2013), “schemata can manifest themselves
in overt behavior, as in the case of the grasping reflex, or they can manifest
themselves covertly” (p. 271). Assimilation and accommodation identify two types
of learning experience and both are involve the storage and acquisition of
information (Olson & Hergenhahn, 2013). Basically, assimilation is a static
type of learning, which has limitations because of the present cognitive
structure, and accommodation is a continuing steadily growth of the cognitive
structure, which changes the character of any subsequent learning (Olson &
Hergenhahn, 2013).
Equilibration, as thought of by Piaget is the motivating force
behind intellectual growth. Piaget made the assumption that every organism had
an inherent tendency to develop a harmonious relationship between their
environment and themselves. Equilibration is the inherent inclination to organize
one’s experiences ensuring maximal adaptation. Practically, equilibration is the
continual drive toward balance or equilibrium. Interiorization is a gradual
decrease in dependence on the physical environment and the increased utilization
of cognitive structures (Olson & Hergenhahn, 2013). It is the process that
adaptive actions develop into increasingly covert instead of overt.
Modern-day Relevancy of the Model
Today, areas of psychology, sociology, education, and genetics
continue to study Piaget's theories. Piaget’s work continues to contribute to the
understanding of cognitive development in children and how to educate children
effectively. Earlier researchers often viewed children as version of adults but
smaller versions. Through Piaget’s theories he helped to demonstrate childhood is
a special and important human development period. Piaget’s work is influential and
continues to influence students and psychologists.
Conclusion
Developmental psychologist Piaget’s career and work had an effect
on education and psychology in a profound way. Piaget made several
contributions to learning and to cognition, such as his stages of intellectual
development, which describe the cognitive development of children. Piaget’s
models and theoretical concepts helped to understand the cognitive abilities of
children; who indeed differ from adults and their cognitive abilities differ. Said
models and theoretical concepts still have a modern-day relevancy all these
years later.
Kuhn, D. (1979). The application of piaget's theory of
cognitive development to education. Harvard Educational Review, 49(3), 340-60.
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