some factors that influence child are:
SCHEMA: It describes both physical actions involved in understanding and knowing things.we do organize information and experience in our mental system and the categories are known as schema.
ADAPTATION: According to piaget how we adjust to environment is process of adaptation.It has two sub-processes:
1) ASSIMILATION: The process of taking new information and fitting the new knowledge or information into the existing schema.
2) ACCOMODATION: It involves changing or altering existing schema in the light of new information.Sometimes existing schema does not support new information,in such situation we can do two things:Firstly,alter the existing schema and Secondly,we create a new schema.The process is accomodation.
EQUILIBRATION: The ongoing process through which a child tries to create a balance between assimilation and accomodation.The process is called equilibration.
STAGES OF DEVELOPMENT
According to Jean Piaget's theory of cognitive development, children progress through four distinct intellectual development phases that correspond to the growing complexity of their thought processes.
The stages are experienced by all children in the same sequence, albeit not at the same speed. Biological maturation and interactions with the environment shape a child's development.
Every developmental stage that a child experiences involves a distinct form of intelligence, meaning that each stage differs fundamentally from the others.
While it is impossible to miss a stage, children grow through the phases at varying rates depending on the individual, and some may never reach the later stages.
Piaget did not assert that a certain stage was attained at a specific age, even though descriptions of the phases sometimes specify the age at which a typical child would complete each stage.
1.The Stage of Sensorimotor:
(Ages: 0 to 2 years old)
The newborn concentrates on physical sensations and learning to coordinate their body during the first stage, known as the sensorimotor stage.
Characteristics:
Infant learns about the world by using their senses and by moving around and investigating their surroundings.
A variety of cognitive skills emerge throughout the sensorimotor period. These include representational play, object persistence, postponed imitation, and self-recognition (the child learns that other individuals are separate from them).
They have to do with the development of the general symbolic function, or the ability to mentally represent the outside world.
By the time the newborn is eight months old, they will have an understanding of object permanence—that is, that things exist even when they are hidden from view—and will begin to look for them when they vanish.
The infant lives in the present at the start of this period. It lacks a sense of item permanence since it does not yet have a mental image of the world encoded in its memory.
It doesn't exist if it can't see something. For this reason, you can conceal a toy from a baby while it is watching, but after it is out of sight, it won't look for it.
Object permanence, or the understanding that an object exists even when it is hidden, is the primary accomplishment at this stage. It necessitates the capacity to create a mental image, or schema, of the thing.
They are divided into six sub stages :
1) STAGE OF REFLEX ACTIVITY(0-1 months): Sucking and looking help the child to understand sorroundings.
2) PRIMARY CIRCULAR REACTION(1-4 months): Sensation and schema get co-ordinated, they repeat things to get pleasure feeling.
3) SECONDARY CIRCULAR REACTION(4-8 months): Repeat actions to get a response from sorroundings.
4) CO-CORDINATION OF REACTION(8-12 months): Childern learn to make difference between goal and means.
5) TERTIARY CIRCULAR REACTION(12-18 months): Trial and error stages.They make mistakes and also tends to repeat mistakes to gain attentions.
6)EARLY REPRESENTATIONAL THOUGHT(18-24 months): Child focus on mental activities than physical.
2.Ages of the Preoperational Stage:
(Ages: two to seven years)
The preoperational stage is identified as Piaget's second stage of intellectual development. It takes place between 2 and 7 years. At this early level, the infant does not use operations, so logical reasoning is not as influential in their thinking as appearances.
A child who lacks the ability to conserve will not comprehend that quantity stays constant despite changes in appearance.
The youngster also has an egocentric viewpoint, believing that everyone sees the world the same way he does. The three mountains investigation has demonstrated this.
Let's pretend play becomes increasingly significant as children reach the preoperational stage, egocentrism decreases, and they start to enjoy when other kids play with them.
They are divided into two sub stages :
1) PRE-CONCEPTUAL STAGE(2-4 year)
2) INTUITIVE STAGE( 4-7 year)
Characteristics:
Language and mental imagery are the means by which toddlers and early children learn to represent the world internally.
Young children are capable of thinking symbolically at this age. This is the capacity to elevate a single item, such a word or object, above its inherent meaning.
A child's perspective of the world is shaped by its appearance rather than its actual nature. It is not yet able to think logically, or to solve problems.
Additionally, the youngster struggles with class inclusion; while he is able to classify items, he is unable to include objects in sub-sets, which requires identifying objects as concurrently belonging to two or more categories.
At this age, infants also exhibit animism.
Children have made some headway in separating their ideas from the real world by the time they are two years old. have not yet acquired the latter stages' logical (or "operational") cognitive traits.
The child's thinking is still egocentric—focused on their own perception of the world—and intuitive, depending on subjective assessments of circumstances.
3.The Ages of the Concrete Operational Stage:
(Ages: 7–11 Years)
By the start of the concrete operational stage, the child may exhibit improvement in inclusion activities, conserve numbers, and recognize that people have various perspectives on the world (decentring) by using operations, which are a set of logical rules. Youngsters still struggle with thinking abstractly.
Characteristics:
Kids start to reason logically about tangible experiences at this time.
Youngsters start to grasp the idea of conservation, realizing that despite changes in appearance, some characteristics never change.
Children may mentally turn things around at this point (imagine a ball of plasticine shrinking back to its original shape, for example).
In addition to becoming less egocentric, children start to consider the thoughts and feelings of others throughout this period.
The stage is termed concrete because youngsters can reason rationally much more successfully if they can control real (concrete) items or drawings of them.
Because the concrete stage heralds the emergence of logical or operational thought, Piaget saw it as a significant turning point in the cognitive development of the child.
4.Ages in the Formal Operational Stage:
(Ages: 12 and Up)
The start of the official operating phase is around age 11. As teenagers approach this stage, they gain the ability to think in an abstract fashion, the ability to mix and classify items in a more sophisticated way, and the capability for higher-order reasoning.
Teenagers are capable of methodically reasoning about both what is and what might be (not everyone reaches this stage). This enables people to reason scientifically and comprehend politics, ethics, and science fiction.
Adolescents are capable of handling abstract concepts.
For example, they can solve hypothetical (imaginary) problems and comprehend division and fractions without really dividing things up.
Characteristics:
Formal operations are performed on concepts, while concrete operations are performed on objects.
Physical and perceptual limitations are completely lifted from formal operational thought.
Adolescents can handle abstract concepts at this point (e.g., understanding division and fractions doesn't require thinking about chopping up cakes or sharing sweets).
They are not required to conceive in terms of particular instances; they can follow the structure of an argument.
Teenagers are capable of handling hypothetical issues with a wide range of potential fixes.
For example, what would happen if money disappeared in an hour? They may conjecture about a wide range of potential outcomes.
Children can follow the structure of a logical argument without having to refer to its substance starting at the age of twelve. People learn to think abstractly throughout this period and learn to examine hypotheses logically.
During this phase, scientific reasoning begins to take shape, producing abstract ideas and hypotheses in response to issues.
CRITICISM:
- Piaget believe that object permanance starts about 7 months but later research show the behaviour starts at 4 month.
- Piaget ignores the influence of socio-cultural factors on cognitive development.
- Piaget ignores the effect of training.He believes in biological maturation but later found in pre-operational stage can be trained to decenter and less egocentric.
EDUCATIONAL IMPLICATION :
- Discovery learning approach in children.Children construct their own knowledge through experience.
- More problem solving activities should be given to children to gain experience and develop skills.
- Encourage learning by doing and project methods to childrens.
- Co-curricular activities experience in cognitive development.
- Teacher's role is to guide children and child construct their own knowledge.
- As every child is different so learning should be according to their age,ability and interest.
- Curriculum development and planning according to need and interest of children.
- Teaching method should be from simple to complex.
- Goal of education should be equal to creative and critical thinking development.
CONCLUSIONS:
Jean piaget was the first to study about childs development and explained different stages of cognitive development.He believes that all children have to pass these stages to reach the next higher level of cognitive thinking.
This theory helps the individual to know about the child's perspectives,mental ability and develop effective teaching methods for teachers.
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