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Piaget's Theories
Cognitive psychologist Jean Piaget has contributed vital theories and research for developmental psychology. Piaget’s interest in the process of learning and gaining knowledge led him to propose theories on cognitive development, which have been crucial for the progress in research on developmental psychology.
“Active Scientists”
Piaget believed knowledge developed through schemas. Schemas are mental representations of the world and dictate how one interacts with and interprets the world. He argued that children are “active scientists” driven by biological maturation to gain experience and construct knowledge by interacting with the world around them to develop schemas. With gain of new knowledge, schemas are modified through the process of assimilation and accommodation. Assimilation occurs when new information is added to an existing schema. Accommodation occurs when an existing schema has to be revised or modified to fit new knowledge. Through his theory of children being “active scientists,” Piaget also promoted the idea of constructivism, which follows that children are not passive receivers of information, but actively engaged in constructing their knowledge of the world.
Piaget believed knowledge developed through schemas. Schemas are mental representations of the world and dictate how one interacts with and interprets the world. He argued that children are “active scientists” driven by biological maturation to gain experience and construct knowledge by interacting with the world around them to develop schemas. With gain of new knowledge, schemas are modified through the process of assimilation and accommodation. Assimilation occurs when new information is added to an existing schema. Accommodation occurs when an existing schema has to be revised or modified to fit new knowledge. Through his theory of children being “active scientists,” Piaget also promoted the idea of constructivism, which follows that children are not passive receivers of information, but actively engaged in constructing their knowledge of the world.
Stages of Development Theory
Piaget presented four stages of cognitive development. Piaget believed that children passed through each stage in a sequential order and each stage was unique and more sophisticated than the one preceding it as a result of biological maturation and interaction with the environment. The stages are described as follows:
Piaget presented four stages of cognitive development. Piaget believed that children passed through each stage in a sequential order and each stage was unique and more sophisticated than the one preceding it as a result of biological maturation and interaction with the environment. The stages are described as follows:
Evaluation of Piaget’s Theories
Piaget’s theories have been the basis of a lot of research on cognitive development and have been supported and further developed by other research. His theories have practical application to classroom settings as well. But there are also limitations to Piaget’s theories. Many psychologists, such as Vygotsky who believe development is continuous, have criticised the restricting age brackets of the four stages. Piaget’s testing method for research on conservation has been criticised as well due to the ambiguous wording of the questions asking children to determine the greater quantity. Limited sample size and researcher bias has also been debated, as Piaget was the only researcher involved in carrying out the studies. Piaget also fails to address other social factors, which may influence cognitive development.
Piaget’s theories have been the basis of a lot of research on cognitive development and have been supported and further developed by other research. His theories have practical application to classroom settings as well. But there are also limitations to Piaget’s theories. Many psychologists, such as Vygotsky who believe development is continuous, have criticised the restricting age brackets of the four stages. Piaget’s testing method for research on conservation has been criticised as well due to the ambiguous wording of the questions asking children to determine the greater quantity. Limited sample size and researcher bias has also been debated, as Piaget was the only researcher involved in carrying out the studies. Piaget also fails to address other social factors, which may influence cognitive development.