Piaget's theory of cognitive development: Difference between revisions

Revision as of 18:51, 9 July 2023

Revision as of 18:52, 9 July 2023

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To Piaget, [[cognitive development]] was a progressive reorganisation of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.<ref name=McLeod>{{cite web|last=McLeod|first=S. A.|title=Piaget {{!}} Cognitive Theory|url=http://www.simplypsychology.org/piaget.html|publisher=Simply Psychology|access-date=18 September 2012}}</ref> Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.<ref>{{cite web|url=http://search.credoreference.com/content/entry/edinburghthinkl/jean_piaget/0|title=JEAN PIAGET - Key Thinkers in Linguistics and the Philosophy of Language - Credo Reference|website=search.credoreference.com}}</ref> Piaget's earlier work received the greatest attention.

Child-centeredcentred classrooms and "[[open education]]" are direct applications of Piaget's views.<ref>Great Lives from History: The Twentieth Century; September 2008, p1–3</ref> Despite its huge success, Piaget's theory has some limitations that Piaget recognised himself: for example, the theory supports sharp stages rather than continuous development ([[horizontal and vertical décalage]]).<ref name="go.galegroup.com2"/>

==Nature of intelligence: operative and figurative==