Milary Rodriguez Escobales

CHD2220-20804

Jean Piaget Mrs. Bennet

09/11/2024
Jean
Piaget
 • Jean Piaget, Swiss constructivist psychologist
whose detailed studies of the intellectual and
cognitive development of the child exerted a
transcendental influence on evolutionary
psychology and modern pedagogy.
• Jean Piaget received his bachelor's degree and
doctorate (1918) in biology from the University
of his hometown. From 1919 he began his work
in psychological institutions in Zurich and Paris
(where he collaborated with Alfred Binet) and
Biography began to develop his theory on the nature of
knowledge. He published several studies on
child psychology and, based mainly on the
growth of his children, developed a theory of
sensorimotor intelligence that described the
spontaneous development of a practical,
action-based intelligence that is formed from
the child's incipient concepts of permanent
objects in space. of time and cause.
 • Jean Piaget began to show an interest in the
natural sciences at a very early age. By the age
of 11, he had already begun his career as a
researcher by writing a short paper about an
Continuatio albino sparrow. He continued to study natural
sciences and obtained his doctorate in Zoology
n from the University of Neuchâtel in 1918. Soon
after, he became interested in psychology,
combining his biological background with his
interest in epistemology.
 • Piaget's Theory focuses on the study of children's
intellectual and cognitive development.
• Specifically, Piaget focused on sensorimotor intelligence
to describe practical intelligence. This gave him
information to see how children build their perceptions
and how they respond based on them. Although the study
of children dates to the seventeenth century and later
How their there have been several authors who have studied the
evolutionary development of the child. Jean Piaget laid

research the foundations and foundations to create a theory that

even today is used as a source to create new studies.

began? • Piaget's Theory marked a before and after in child

phycologist since it considered the particularities of
everyone. That is, it not only focused on the results that
the subject had, but also on the processes that the
subject carried out to reach the results. Therefore, he had
to consider the particularities of each individual. For this
and some other things, this theory is still used as a
reference today in many research and studies of child
psychology.
 • Piaget's theory of cognitive development is a
comprehensive theory about the nature and
development of human intelligence. It was
first developed by a Swiss developmental
psychologist Jean Piaget. Piaget believed that
the individual's childhood plays a vital and
Cognitive active role with the growth of intelligence,
and that the child learns through actively
Developme doing and exploring. The theory of
intellectual development focuses on the
nt Theory perception, adaptation, and manipulation of
the environment around you. It is primarily
known as a theory of developmental stages,
but, in fact, it is about the nature of
knowledge itself and how human beings
gradually come to acquire, construct, and
use it. For Piaget, cognitive development was
a progressive reorganization of mental
processes that result from biological
maturation and environmental experience.
 The stages of development
• Piaget postulated that cognitive development
occurs in a series of sequential stages, each
characterized by unique ways of thinking and
reasoning. These stages are sensorimotor (from 0
to 2 years old), preoperational (from 2 to 7 years
old), concrete operations (from 7 to 11 years old)
and formal operations (from 11 years old). Each
Continuatio stage represents a new cognitive ability that
builds on those acquired in the previous stage.

n Assimilation and accommodation

• According to Piaget, children interact with the
world through assimilation and accommodation.
Assimilation occurs when children interpret new
experiences through their existing mental
schemas. On the other hand, accommodation
occurs when mental schemas are modified to
adapt to new information. These processes of
constant balancing and adjustment are critical to
cognitive development.
 Schemas and organization
•Piaget described schemas as the mental structures we
use to organize and understand the world. In the early
stages of development, schemas are simple and focused
on physical actions. Over time, schemas become more
complex and abstract, and children begin to organize
them into broader, more coherent cognitive structures.
This organizational process contributes to the acquisition
of more advanced cognitive skills
Continuatio The importance of play

n • Piaget recognized the fundamental role of play in

children's cognitive development. Through play,
children explore, experiment and put their knowledge
into practice in a safe environment. Play also allows
them to try out new ideas and solve problems, which
encourages their intellectual and creative development.
For Piaget, play was a crucial activity that reflected a
child's level of cognitive development.
 Cognitive error
• According to Piaget, children's cognitive errors
should not be seen as failures, but as
opportunities for learning. These errors reveal
Continuatio the limits of their thinking at a certain stage,
and by facing them, children can reevaluate
n and modify their mental schemas. Error is part
of the process of constructing knowledge and is
essential for cognitive development.
 • Piaget's theory is described as his psychology in
general, as a response to empiricism,
The public represented by behaviorism and with the field of
philosophy. It is openly discussed with the
perception division of knowledge into empirical. As an
alternative, he proposes that every act of
of their knowledge involves activities logically.
• From Piaget's perspective, where the subject
research acquires some knowledge, in contact with
experience, it is not recorded cumulatively, but
rather brings into play assimilations, that is,
these data are incorporated into the subject's
previous schemas. Using the philosophical
categories of object and subject, empiricism will
emphasize the object. Piaget will reformulate this
relationship, saying that knowledge is achieved
or is in the interaction of the subject and the
object, never in one category or the other: "The
object is known only to the extent that the
subject manages to act on it."
 • Piaget studies human development only up to
adolescence. Leave aside adulthood and old
age.
• Robert Gagné starting point is a gifted child
Weakest capable of learning without difficulty.
• Intuitive conceptions are presented, which can
points in be erroneous, in the face of the scientific
their method.
• It does not give organic explanations.
research • The ability to learn depends on the number of
links or connections.
• He defines learning as a change in human
capacity or disposition that persists over time
and "cannot be attributed to the maturation
process."
• It is said that in adulthood there are no
evolutionary changes at the cognitive level.
•The student is seen as a tabula rasa, from birth.
 • He postulates that always, with a rigid and
scientific education, a conceptual change will
occur, and if this does not occur, it was not a
good education.
• There must be the student's intention to learn.
Continuatio • Mind-computer analogy.
n • The subject has an internal organization of
events that he or she reworks in a dynamic
way.
• The role of the teacher is reduced to a guide.
 • Consider different paths to learning.
• Jean Piaget categorizes learning into evolutionary
Strongest stages, with achievements to be achieved according
to age.

points in • David Ausubel mentions the one that lasts over time.
• The most characteristic form of learning is by
their rehearsal and by selection or connection.
• Bruner says that man learns by discovering his own
investigatio learning.
• The student becomes aware of his or her limitations.
n • Robert Gagné proposes 5 levels of which they should
be trained: Verbal information, intellectual skills,
cognitive strategies, motor skills and attitudes.
• You can use positive reinforcement to maintain
appropriate behaviors and you can eliminate
unwanted behaviors from people.
• Personal initiative, social skills and critical thinking are
promoted in students.
 • Use activities to make students aware of their
own mental processes and activities.
• Recognize the importance of social learning.
• People are not passive objects of environmental
events, but choose, practice, pay attention,
ignore, reflect and make many other decisions
for the achievement of their goals.
Continuatio • It is pointed out that its great virtue is that it
responds to people's intuitive impressions of
n what the human being is.
• Education reflects our current society; it is
evolutionary and transformative.
• It allows the student to be considered in all his
dimensions from a holistic perspective.
• This theory involves "attitude." Interest and
value" in the learning process and considers
them as fundamental factors within an
adequate learning.
How can this
research be • One of the main points of Piaget's theory in
education is learning by discovery. Children
used in the learn best by exploring and practicing. Within
the classroom, learning is student-centered
early through active discovery learning. Active
childhood learning and discovery, therefore, are key in
early childhood education.
classroom • Piaget's theory is the concept of biological
today? maturation and development by stages. That's
why there's an appropriate time to teach
certain information or concepts to each child. If
the child has not reached the appropriate stage
of cognitive development, he should not learn
certain concepts.
 How you feel
about the
• In conclusion, for my thinking Jean Piaget has
theory or left a significant legacy in the field of
research developmental psychology. His theories on the
including why cognitive and moral development of individuals
have influenced our understanding of how
and how you children construct their knowledge and develop
would apply it their sense of morality. Although his theories
in your life have been the subject of criticism, for me they
remain a fundamental basis for the study of
human development. I will continue to explore
and expand Piaget's ideas to further advance
our understanding of the complexity and
diversity of cognitive and moral development in
children.
Interactiv
e
Compone
nt
Visual
Compone
nt
 • Wadsworth, Barry J. Piaget's Theory of
Cognitive Development: An Introduction for
Students of Psychology and Education. New
York, McKay, 1971.
• Ault, Ruth L. Children's Cognitive Development:
Piaget's Theory and the Process Approach. New
Reference York, Oxford University Press, 1977.
• Arboccó de los Heros, M. «Aportes De Jean
Piaget a La teoría Del Conocimiento
Infantil». Temática Psicológica, vol. 6, n.º 6,
diciembre de 2010, pp. 15-19,
doi:10.33539/tematpsicol.2010.n6.857.