Borrowed Theory Application
Borrowed Theory Application
NU 540
Piaget’s Theory of Cognitive Development
Jean Piaget, a researcher biologist and genetic epistemologist, was interested in how organisms adapt to the environment. He studied the cognitive development of children and believed it involves continuous organization of mental processes. Piaget uses two major aspects in his theory: the process of coming to know and the stages we move through as we acquire this ability (Huitt & Hammel, 2003). Piaget believed that through the processes of assimilation and accommodation, a balance is created and this influences an individual to adapt to its changing environment. Piaget describes assimilation as how humans perceive and adapt to new information and one’s environment, and how people will continue to cognitively modify and interpret new information is called accommodation. Piaget believed that in order for an individual to adapt to its environment both processes have to be used. Piaget identified 4 stages of cognitive development within his theory. The first stage, called the sensorimotor stage, occurs during infancy and takes place in 6 substages. During this stage, infants gain knowledge and develop an understanding of the world through physical interactions, seeing, and hearing. Also, during the sensorimotor stage, children develop object permanence, a childs’ understanding that objects still exist even when they are not seen or heard. The second stage, known as the preoperational stage, starts at age 2 and lasts until age 7. Children are egocentric thinkers at this age. From about ages 2 to 4, children tend to think of information in the form of images and symbols. These children develop an imagination, role play, and pretend to have imaginary friends. Egocentrism occurs in this stage and the child is unable to take viewpoint of others. Children going through this stage of cognitive development also use precausal thinking to exercise their ideas and views in cause
NU 540
Piaget’s Theory of Cognitive Development
Jean Piaget, a researcher biologist and genetic epistemologist, was interested in how organisms adapt to the environment. He studied the cognitive development of children and believed it involves continuous organization of mental processes. Piaget uses two major aspects in his theory: the process of coming to know and the stages we move through as we acquire this ability (Huitt & Hammel, 2003). Piaget believed that through the processes of assimilation and accommodation, a balance is created and this influences an individual to adapt to its changing environment. Piaget describes assimilation as how humans perceive and adapt to new information and one’s environment, and how people will continue to cognitively modify and interpret new information is called accommodation. Piaget believed that in order for an individual to adapt to its environment both processes have to be used. Piaget identified 4 stages of cognitive development within his theory. The first stage, called the sensorimotor stage, occurs during infancy and takes place in 6 substages. During this stage, infants gain knowledge and develop an understanding of the world through physical interactions, seeing, and hearing. Also, during the sensorimotor stage, children develop object permanence, a childs’ understanding that objects still exist even when they are not seen or heard. The second stage, known as the preoperational stage, starts at age 2 and lasts until age 7. Children are egocentric thinkers at this age. From about ages 2 to 4, children tend to think of information in the form of images and symbols. These children develop an imagination, role play, and pretend to have imaginary friends. Egocentrism occurs in this stage and the child is unable to take viewpoint of others. Children going through this stage of cognitive development also use precausal thinking to exercise their ideas and views in cause
References: Case, R. (1998). Educational Implications of Piaget’s theory-Pearson. Retrieved from wps.ablongman.com/ab_slavin_edpsy Huitt, W., Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html Roberts, Sharon L. (1980). Piaget’s theory reapplied to the critically ill. Advances in Nursing Science, 2, 61-78.