Piaget's Theory of Cognitive Development
Overview
- Piaget believed that cognitive development is primarily about the development of schemas (mental models).
- Children and adults try to make sense of the world by building schemas to organize and interpret new information.
Key Concepts
Schemas
- Frameworks used to organize and interpret new information.
- Can be thought of as cubbyholes or toys with specific shaped holes.
Assimilation
- The process of interpreting new experiences in terms of existing schemas.
- Example: A child calling a raccoon a "doggy" based on seeing it as a furry four-legged animal.
Accommodation
- The process by which existing schemas are modified or new schemas are created to incorporate new experiences.
- Example: Adjusting the schema when realizing a raccoon is not a dog, but a new category.
Equilibrium and Disequilibrium
- Equilibrium: A state of balance when new information is assimilated easily into existing schemas.
- Disequilibrium: A state of imbalance when new information doesn't fit existing schemas, prompting accommodation.
- Learning is driven by the need to restore equilibrium through accommodation.
Application Examples
- Golden Retriever and Chihuahua: Recognizing different breeds of dogs through assimilation.
- Squirrel: Creating a new schema when existing schemas (like a dog schema) do not fit new information.
Distinguishing Assimilation and Accommodation
- Assimilation: Think "Same Schema" (SS) - using existing schemas.
- Accommodation: Think "Change and Create" (CC) - modifying or creating new schemas.
Learning Process
- Cognitive development is a dynamic process of maintaining equilibrium and addressing disequilibrium through assimilation and accommodation.
- It is driven by the need to adapt our understanding of the world to fit new information.
By understanding how schemas, assimilation, and accommodation work, we can better grasp how children develop cognitively through their interactions with the world.