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PALINDROMES

ICE BREAKER

STEP PETS SPAN NAPS

EVIL LIVE DIAL- LAID

TOP POT RAIL - LIAR

Im man's best friend. Reverse me and Im a supernatural being.

ANSWER: DOG - GOD

I shine brightly in the night sky. Reverse me and Im rodents.

Im overworked and strained. Reverse me and Im yummy dishes to end your meal. ANSWER: STRESSED - DESSERTS

ANSWER: STAR - RATS

Im uncooked. Reverse me and Im armed conflict.

Im a male guard. Reverse me and Im a badge used to identify someone. ANSWER: GATEMAN NAMETAG

ANSWER: RAW - WAR

Im a number. Reverse me and Im an open meshed fabric used for catching fish.

TEN - NET
I am an attack with a knife. Reverse me and Im small flying animals (plural) in caves.

STAB - BATS

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Jean Piaget (1896 - 1980)

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His contributions include the following: theory of cognitive child development detailed observational studies of cognition in children a series of simple but ingenious tests to reveal different cognitive abilities.

Employed at the Binet Institute in the 1920s

His job was to develop French versions of questions on English intelligence tests

Became curious on childrens mental capacity (cognition)

First psychologist to make a systematic study of cognitive development

Psychological assumption before Piagets work:

Children are merely less competent thinkers than adults.
What Piaget showed and deduced: Young children think in strikingly different ways compared to adults. Children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based.

There Are Three Basic Components To Piaget's Cognitive Theory:

1. Schemas (building blocks of knowledge) 2. Processes that enable the transition from one stage to another o Equilibrium o Assimilation o Accommodation 3. Stages of Development o Sensorimotor o Preoperational o Concrete operational o Formal operational

2. Assimilation and Accommodation 1. Schema

basic building block of intelligent behavior a way of organizing knowledge. set of linked mental representations of the world, which we use both to understand and to respond to situations.

Jean Piaget viewed intellectual growth as a process of adaptation (adjustment) to the world. This happens through: Assimilation Using an existing schema to deal with a new object or situation.

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Accommodation This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.

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3. Stages of Development

Equilibration This is the force, which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds.

Sensorimotor Stage Birth to 2

Preoperational Stage 2 to 7

Concrete Operation Stage 7 to 12

Formal Operation Stage 12 years to adulthood

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Sensorimotor Stage
Birth to 2 years
years, during According to Piaget, the stage from birth to 2 which a child has little competence in representing the environment by using images, language, or other symbols. (Feldman, 2011)

Representational Thought
The ability to form symbols (or mental representations) that stand for objects or events in the world. (Littlefield, 2005)

Knowledge develops through sensory and motor abilities.

Babies are stuck in the HERE AND NOW world they know the world only in terms of their own sensory input (what they see, smell, taste, touch, and hear) and their physical or motor actions on it (e.g. sucking, reaching, grasping)

Object permanence The awareness that objects and people continue to exist even if they are out of sight. (Feldman, 2011)

Before 6 months infants act as if objects removed from sight cease to exist

Symbolic play: use one object to stand for another

Preoperational Stage: 2 to 7 years

According to Piaget, the period from 2 to 7 years of age that is characterized by language development. (Feldman, 2011) Knowledge is represented by language, mental imagery, and symbolic thought.

UP, UP, AND AWAY

Can you hear me now?

Fantasy play: pretend to be something, or pretend activities that are impossible Make-believe play: use toys as props
(Littlefield Cook & Cook, (2005/2009)

Rock a-by Baby

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Even though preoperational children make progressive progress in this stage, they have some definite limitations:

Egocentric thought A way of thinking in which a child views the world entirely from his or her own perspective. (Feldman, 2011)
Example: A three-mountain task
The girls egocentrism prevents her from seeing the dolls perspective.

Egocentrism Animism Artificialism Lack of conservation Centration Irreversibility

Animismthe idea that inanimate objects have conscious life and feelingsis typical of the preoperational stage (Piaget, 1929, 1930, 1951). Artificialism is the notion that natural events or objects (e.g., the sun, moon, hurricanes, droughts) are under the control of people or of superhuman agents. (Piaget, 1929, 1930, 1951).

Principle of conservation The knowledge that quantity is unrelated to the arrangement and physical appearance of objects. (Feldman, 2011)

Centration

In Piagets theory, the tendency to focus on only one aspect of a situation at a time. ( Nevid, 2009, 2013)
The

child focuses on only one thing: the height of the column of water.

Irreversibility In Piagets theory, the inability to reverse the direction of a sequence of events to their starting point. (Nevid, 2009, 2013) The child fails to recognize that the process can be restored to its starting point- that pouring the water back to its original container would restore it to its original state.

ytilibisreverrI

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Operations actions performed mentally that are reversible (Ginsburg & Opper, 1988).

preoperational thoughtit is thought that is

not yet reversible, not yet truly operational.

Concrete Operational: 7 to 12

During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

In the Concrete Operational stage, the child has the ability to develop logical thought about an object, if they are able to manipulate it.

Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event.

Formal Operational : 12 to adulthood

During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

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There are 2 major characteristics of formal operational thought

Piaget believed that deductive logic becomes important during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a specific outcome. This type of thinking involves hypothetical situations and is often required in science and mathematics.

Hypothetic-deductive reasoning'. When faced with a problem, adolescents come up with a general theory of all possible factors that might affect the outcome and deduce from it specific hypothesis that might occur. They then systematically treat these hypothesis to see which ones do in fact occur in the real world.

BIBLIOGRAPHY 'Propositional' in nature. Adolescents can focus on verbal assertions and evaluate their logical validity without making reference to real-world circumstances. In contrast, concrete operational children can evaluate the logic of statements by considering them against concrete evidence only.
Feldman, R. (2011). Understanding psychology (10th Ed.). New York: Sugarman Littlefield Cook & Cook (2005). Child development, principles & perspectives. Boston: Pearson Allyn & Bacon McLeod, S. A. (2009). Jean Piaget | Cognitive Theory. Retrieved from http://www.simplypsychology.org/piaget.html Nevid, J. (2013). Introduction to Psychology (12th Ed.). www.psychology.about.com/od/piagetstheory/p/concreteop.html www.psychology.about.com/od/piagetstheory/p/formaloperation.html

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