31. Describe Piaget's theory of intellectual development with special regard to the following: assimilation and accommodation, object concept in the sensorimotor stage, the symbolic function in the pre-operational stage, conservation in the concrete operational stage, and the use of the hypothetical-deductive method in the
formal operational stage.
Jean Piaget spent most of his life studying children and from this he concluded that a child’s mind will develop through a set of stages. His main idea was for the idea of schemas. Schemas are concepts that help us to organize and decipher information. To describe how we adapt to our schemas, he then proposed to more concepts to explain ow we adjust to the schemas. They are now referred to as assimilation and accommodation. First, we assimilate, which is when we analyze new experiences in relation to old schemas. Then we also adapt our current knowledge of schemas to allow for new information to be incorporated with the old.
From birth to almost the age of two, this is known as the sensorimotor stage. This is when the world is perceived through senses and actions. As they start to move they acquire a knowledge for how to make things come about. In this stage infants have a shortage of object permanence, which is knowing that objects still exist even though they are not distinguished.
In the preoperational stage children learn to use different ways to communicate although they may not understand the full meaning of it. In this Piaget thought that children had a loss of conservation. This means that the amount of something will remain the same although the shape that it is contained in is a different size. This is modeled by when giving a child of the age of six a small, wide glass full of milk may be a good amount for them but if they are given a tall, skinny glass that is full that may not be acceptable amount.
The next stage is called the concrete operational stage, this is when children start to think more and more logically. Through this stage they begin to develop more on the idea of conservation. With this they learn that the formation of an object does not change the amount of matter the object may hold.
Finally, we have the formal operational stage which allows for thinking outside of only real experiences to being able to incorporate imaginative ideas. Children around the age of 12 can think about a real situations and increase outcomes of, if something happens what is the outcome going to be.
formal operational stage.
Jean Piaget spent most of his life studying children and from this he concluded that a child’s mind will develop through a set of stages. His main idea was for the idea of schemas. Schemas are concepts that help us to organize and decipher information. To describe how we adapt to our schemas, he then proposed to more concepts to explain ow we adjust to the schemas. They are now referred to as assimilation and accommodation. First, we assimilate, which is when we analyze new experiences in relation to old schemas. Then we also adapt our current knowledge of schemas to allow for new information to be incorporated with the old.
From birth to almost the age of two, this is known as the sensorimotor stage. This is when the world is perceived through senses and actions. As they start to move they acquire a knowledge for how to make things come about. In this stage infants have a shortage of object permanence, which is knowing that objects still exist even though they are not distinguished.
In the preoperational stage children learn to use different ways to communicate although they may not understand the full meaning of it. In this Piaget thought that children had a loss of conservation. This means that the amount of something will remain the same although the shape that it is contained in is a different size. This is modeled by when giving a child of the age of six a small, wide glass full of milk may be a good amount for them but if they are given a tall, skinny glass that is full that may not be acceptable amount.
The next stage is called the concrete operational stage, this is when children start to think more and more logically. Through this stage they begin to develop more on the idea of conservation. With this they learn that the formation of an object does not change the amount of matter the object may hold.
Finally, we have the formal operational stage which allows for thinking outside of only real experiences to being able to incorporate imaginative ideas. Children around the age of 12 can think about a real situations and increase outcomes of, if something happens what is the outcome going to be.