1. Sensorimotor
1.1. CONCEPT: reflex
1.1.1. from 0-17 months
1.1.1.1. The infant learns through the five senses of taste, touch, smell, hearing and seeing.
2. Pre-Operational
2.1. from2-7 years
2.1.1. CONCEPT: egocentrism
2.1.1.1. The younger child in this video could not imagine how the mountain looked from the other person’s perspective (point of view).
2.1.1.1.1. Concept is conservation
3. Concrete operational
3.1. from 7-12 years)
3.1.1. CONCEPT: deductive reasoning
3.1.1.1. The younger child can understand causal relationships, but he cannot necessarily explain the reasoning behind them.
4. Formal operational
4.1. CONCEPT: deductive reasoning
4.1.1. The older child, however, reasons from the previous statement
4.1.1.1. (the rule) and answers according to the logic proposed. (the rule) and answers according to the logic proposed.
4.1.2. From 11 years
5. Piaget’s Stages of Cognitive Development
5.1. A child’s capacity to understand certain concepts is based on the child’s developmental stage
5.2. Conservation of matter (definition): understanding that something doesn’t change even though it looks different. Conservation of matter (definition): understanding that something doesn’t change even though it looks different.
6. Sensorimotor Stage
6.1. Birth to about 2 years, rapid change is seen throughout
6.1.1. If they can’t see something then it doesn’t exist Begin to understand cause & effect
7. Preoperational Stage
7.1. About 2 to about 7
7.1.1. Better speech communication Can imagine the future & reflect on the past
7.1.1.1. more preoperational
8. Concrete Operational Stage
8.1. From about 7 to about 11
8.1.1. Logical thinking begins Might be stuck with one idea and act stubbornly
9. Jerome Bruner
10. Formal Operational Stage
10.1. Formal operations (~12 or 15 - adult)
10.2. Can consider possibilities. Can think about ideas like peace and justice.
11. Formal Operations
11.1. From age 12 or 15 to adult
11.1.1. Form & test hypotheses Organize information
12. Piaget’s Development
12.1. Development happens from one stage to another through interaction with the environment.
12.1.1. Changes from stage to stage may occur abruptly and kids will differ in how long they are in each stage.
12.1.1.1. Development leads to learning
12.1.1.1.1. - Drive for development is internal
13. Piaget & Education
13.1. Piaget did not think it was possible to hurry along or skip stages through education
14. Problems with Piaget’s Theory (Criticisms)
14.1. Children often grasp ideas earlier than what Piaget found
14.1.1. Cognitive development across domains is inconsistent Example: (better at reading than math)
14.1.1.1. Studies have shown that development can to some degree be accelerated. Example: (through education)
15. ..................................................................................................................................................................................
16. Jerome Bruner
16.1. Modes of Representation & Scaffolding
16.1.1. Still works at NYU !!!
16.1.2. Born October 1, 1915
16.1.3. Studied at Duke and Harvard.
16.2. Learning Modes:
16.2.1. Enactive : (0 - 1 years)
16.2.1.1. Learning through movement and actions
16.2.2. Iconic : (1 - 6 years)
16.2.2.1. Learning through images
16.2.3. Symbolic : (7 years onwards)
16.2.3.1. Learning through symbolic abstracts
16.3. Enactive (0 - 1 years)
16.3.1. People learn from physical movement
16.3.2. “muscle memory”
16.3.3. Movements are repeated without any “words” thought
16.3.4. Iconic (1 – 6 years)
16.3.4.1. Real objects are connected to pictures in the mind
16.3.4.2. Visual representation of something
16.3.5. Symbolic (7 years onwards)
16.3.5.1. information is stored as a code or symbol examples: language, letters, numbers
16.4. Pedagogic application
16.4.1. How can we apply Bruner’s ideas in the area of Teaching & Learning?
16.4.1.1. 3 things to consider
16.4.1.1.1. 1- Spiral Curriculum
16.4.1.1.2. 2- Discovery/ inquiry learning
16.4.1.1.3. 3- Scaffolding
16.4.2. Spiral Curriculum
16.4.2.1. Bruner (1960) believes that a child (of any age) is capable of understanding complex information.
16.4.2.1.1. subject can be taught effectively in some intellectually honest form to any child at any stage of development
16.4.2.2. How?
16.4.2.2.1. Start with basic information
16.4.2.2.2. Add more details to it as the child grows and gains more experience.
16.4.2.2.3. Review prior knowledge in order to consolidate it.
16.4.2.3. Discovery/ inquiry learning
16.4.2.3.1. Constructivist approach
16.4.3. Scaffolding
16.4.3.1. Scaffolding] refers to the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill
16.4.3.1.1. helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal
16.5. Scaffolding Techniques
16.5.1. Modelling
16.5.1.1. The teacher models (demonstrates) an idea or skill so that pupils can see, hear or experience
16.5.2. Giving advice
16.5.2.1. The teacher uses their knowledge to steer (guide) pupils in a particular direction
16.5.3. Providing coaching
16.5.3.1. The teacher explains to pupils what they have done well and why, as well as what they can do to