Inhelder and Piaget's pendulum problem: Teaching preadolescents to act as scientists.
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In the theoretical part, I focused on the method and cognitive development theory of Jean Piaget, I presented the factors of cognitive development and described the course of development based on four specific stages of the development of thinking. I compared the mental operations (conservation, serration and egocentrism) and the differences between the answers that children provided, according to the level of thinking at which the child is. I also listed some critiques of Piaget's theory.
The empirical part of the dissertation consists of a research that I conducted in kindergarten and the first and second grades of primary school. With these tests I tried to assess the stage according to Piaget's theory the children were at the time. I found out that most of the children were at a preoperational stage, which is reasonable for their age. The average age of the children who had reached the concrete operational stage was 7 years old, which is also appropriate according to Piaget's theory. However, some children had reached this stage already in the first grade of primary school, at the average age of 6 years and 3 months. I noticed some trivial differences between girls and boys, girls having had slightly better results in the tests.
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The theoretical part of this diploma thesis focuses on Jean Piaget's theory of cognitive development. The thesis discusses the characteristics of Piaget's theory, the employed research method and the developmental factors affecting the cognitive development of children. The largest part of this section focuses on the characteristics of the individual stages of cognitive development. Since the thesis examines the transition from the preoperational to the operational stage of intellectual development, special attention is paid to the mental processes within the transition under consideration (i.e. irreversibility, conservation, seriation, and egocentrism). The continuation discusses the features of theory of mind, the educational implications of Piaget's theory for teachers and educators, and some criticisms of Piaget's theory.
The survey was conducted in kindergarten classrooms, among children between 5 and 6 years of age. Various Piagetian tasks were employed to determine whether the participants have already developed the abilities of seriation and conservation, and to evaluate their current stage of development. Piaget argued that children in the pre-operational stage do not understand the principles of conservation and that they have not yet developed the cognitive processes of seriation and classification. One of the participants actually exhibited the operational stage of development in all sets of tasks while the majority of others merely exhibited some of the characteristics of operational thinking. Thus, the findings do confirm the findings of Piaget's theory, but the criticisms of the latter, emphasising that Piaget underestimated the actual intellectual abilities of children. In order to show that the results would be different if the tasks were designed differently, I adapted two tasks in acccordance with the suggestions proposed by some critics of Piaget's theory. The tasks of this type proved effective since the findings greatlly differed from the ones obtained via Piagetian tasks. The findings confirm that Piaget truly underestimated the actual intellectual abilities of children, so various criticisms of his theory are completely justified.
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IntroductionJean Piaget a well-known psychologist belonged to Switzerland. He developed Cognitive Development theory in 1952 and was known as Piaget's Theory. He was concerned with children cognitive learning and proved that how they responded to their surroundings. Piaget's theory centered on a rule that cognitive development starts in a sequence of four separate, universal stages. These four stages work for all time in similar order and each stage constructs on the basis of the prior stage. Piaget stated that cognitive development was a reformation progress of mind as a result of genetic, biological maturation and surrounding practice. Children pass through four stages of cognitive development up to the adulthood (Wadsworth, 2003).Cognitive development process is the formation and composition of thinking processes. It includes particularly identification, recall, solve difficulties, problems, hindrances, and make decisions about something from childhood to adulthood. Piaget's theory of cognitive development is concerned with information, knowledge and understanding, how a human being gains knowledge, builds knowledge as well as applies knowledge (Wadsworth, 2003). In view of Piaget (1964) cognitive development in early period contains processes which are based upon some actions and in later period cognitive development involves mental operations. Ojose, (2008) asserted that Piaget's theory on cognitive development stages are Sensorimotor (0 - 2 years), Pre operations (2 - 7 years), Concrete operations (7 - 11 years), and Formal operations (12 - 16 years).Cherry (2014) explained that in view of Jean Piaget, children grow within four stages of cognitive development. Each stage is characterized, how children understand the world around. According to Piaget, children are like little scientists. They try to discover the world around them. Piaget proposed that there is a qualitative change in kids during these four stages. During the sensorimotor stage (0 - 2 years), infants gain knowledge through sensory practices, using different things. Piaget (1977) distributed the first stage into six sub-stages having specific time of each sub-stage with composition of actions such as visualization, seeing, hearing, investigation, physical and motor practices e.g. catching, sucking something, and trying to stand. Piaget explained that ability to count numbers or things like one cock, two cats, three dogs, four tigers etc are additional features of sensorimotor stage. According to Essa (1999), language and some symbolic actions are developed in preoperational stage. However, thought process is not consistent up to this stage. Children comprehend simple categorization, ordering, function, games, etc. Piaget (1977) explained that at the preoperational stage (2 - 7 years), children gain knowledge through imaginary play. They try to use their senses and acquire opinion of other people. During the concrete operational stage (7 - 11 years), children start thinking more logically, but their thinking may be inflexible. Children make an effort with abstract and theoretical thought.Cherry (2014) stated that the formal operational stage (12 - 16 years) of Piaget's cognitive development theory involves increase in sense or intellect, the ability to exercise deductive way of thinking plus understanding of conceptual thoughts. In this period, children build up their ability to reflect on abstract concepts and develop ability of logical thoughts (use general principles to find out specific results), deductive reasoning, and systematic arrangement. In abstract concepts, children think about probable result and effects of any activity. Abstract concepts are helpful in long-term planning. Deductive logic is required especially in science and mathematics. Children are able to solve a problem quickly in an organized way. Brain and Mukherji (2005) stated that in formal operational stage, actual things are no longer required and intellectual operations can work 'in the mind' using conceptual words. …
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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.
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I: Theory.- 1. Problems of Equilibration.- 2. Comments on the Problems of Equilibration.- 3. Piaget's Concept of Equilibration: Biological, Logical, and Cybernetic Roots.- 4. Sequential Order and Plasticity in Early Psychological Development.- II: Research.- 5. Information-Processing Tendencies in Recent Experiments in Cognitive Learning.- 6. Some Observations on Early Cognitive Development.- 7. Cognitive Development During and After the Preconceptual Period.- 8. The Emergence of the Child as Grammarian.- 9. Environment, Experience, and Equilibration.- 10. Application of Piagetian Theory to Remediation of Reasoning.- III: Application.- 11. Some Implications of Jean Piaget's Theory for the Education of Young Children.- 12. Piaget's Theory Applied to a Social Studies Curriculum.- 13. The Application of Piagetian Learning Theory to a Science Curriculum Project.
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