THEORY OF COGNITIVE DEVELOPMENT Theories Of Learning Norma Guadalupe Ramos Valdez ID: 1562 Tr. Mitsi Rodriguez
Features a chapter on concepts of Genetic Psychology and Genetic Constructivism.
GENETIC PSYCHOLOGY | 72
GENETIC PSYCHOLOGY JAMES MARK BALDWIN .Also the genetic psychology refers to looks at the genes that, along with environment, influence personality. How people think and act is determined by both he DNA with which they were born and the events going on around them. Besides, he was interested in the different possible relationship between objects in the world and the way in which we know those objects. PRINCIPLES Baldwin developed one of the earliest evolutionist and genetic psychologies. His instrumental view of the mind was based on the model of intentional action, and he accounted for knowledge in terms of the triangle of "habit," "assimilation," and "accommodation." He proposed a comprehensive genetic epistemology embracing various modes of experience organized into sequential stages of logical, scientific, social, moral, religious, and aesthetic consciousness
1.- Accommodation: It is the principle by which an organism comes to adapt itself to more complex conditions of stimulation by performing more complex functions. 2.- Assimilation expresses a kind of correspondence between an object or event in the environment and the psychological structures brought to bear on the understanding of that object or event.
GENETIC EPISTEMOLOGY JEAN PIAGET
Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development. Piaget called his general theoretical framework “genetic epistemology” because he was primarily interested in how knowledge developed in human organisms.
Piaget had a background in both Biology and Philosophy and concepts from both these disciplines influences his theories and research of child development. PRINCIPLES 1.Children will provide different explanations of reality at different stages of 2.cognitive development.Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation (i.e., assimilation and accomodation). 3.- Learning materials and activities should involve the appropriate level of motor or mental operations for a child of given age; avoid asking students to perform tasks that are beyond their currrent cognitive capabilities. 4.- Use teaching methods that actively involve students and present challenges.
SOCIAL PSYCHOLOGY | 72
GENETIC CONSTRUCTIVISM Genetic constructivism discuss two tendencies that distort the spirit of that nucleus: objectivism and subjectivism. Objectivism rules out the psychological, constructive activity of the subject, subordinating (or just reducing) it to objective structures either from nature (like genetic endowment or neural functioning), or from culture (like language or social practices). Subjectivism completely detaches the objectivity of knowledge from its construction on the part of the subject, reducing it to the mere product of individual interest, view, or irrationality. Thus, subjectivism is the non-constructive way to conceive the subject. Then, we attempt to show the dialectics that exists between these two tendencies and the scope of our criteria by analysing a representative (non exhaustive) group of authors who are defined as constructivists or who bring important elements to the debate about constructivism.
Constructivist Theory Piaget create his theory based in his own child about "how children learn through constructing their own knowledge through experiences. Children have experiences and through experiences they create schema and it is the organization of the file folder in the brain. Children learn through figuring things out on their own more than being told things.
THEORY OF COGNITIVE DEVELOPMENT sensory motor (0-2 years) Characteristics include motor activity without use of symbols. All things learned are based on experiences, or trial and error.The main goal at this stage is establishing an understanding of object permanence — in other words, knowing that an object still exists even if you can’t see it or it’s hidden. Preoperational period (3-7 years) Memory and imagination are developing. Children at this age are egocentric, which means they have difficulty thinking outside of their own viewpoints.The main achievement of this stage is being able to attach meaning to objects with language. It’s thinking about things symbolically. Symbolic thought is a type of thinking where a word or object is used to represent something other than itself.
Concrete operational (8-11 years) It is marked by more logical and methodical manipulation of symbols.The main goal at this stage is for a child to start working things out inside their head. This is called operational thought, and it allows kids to solve problems without physically encountering things in the real world. Formal Operational (12-15years) A milestone of this period is using symbols to understand abstract concepts. Not only that, but older kids and adults can also think about multiple variables and come up with hypotheses based on previous knowledge.Piaget believed that people of all ages developed intellectually. But he also believed that once a person reaches the formal operational stage, it’s more about building upon knowledge, not changing how it’s acquired or understood.