hi guys it is dr pam hello hello hello i'm trying to finish up this human development section and cover all the big theories when it comes to human development um and i really try to emphasize this part because there are a lot of questions on there no matter what class know what what tests my clients are taking they really struggle with understanding those and to be honest most of you probably learned these things in psychology maybe in high school if you did well in high school psychology and most of my clients are really smart you may not have even taken college psychology or even then that was one of the electives that everybody took and you might not have paid a lot of attention to it so one of the things about these theorists the human development that i've been covering the last couple of shorts you'll find is that um they are there are building blocks that's kind of where we are now um and no matter what you've heard you have to know them you have to know them you have to know so we're going to talk about piaget today so piaget is my cognitive development guy so when i think of piaget the word schema always comes to mind and i'll talk about that just a little bit in a minute but your schema so piaget said that he again he is our our look at cognitive development in children so s p c f sentry motor pre-operational concrete and formal i'm not really good with kind of giving those acronyms but i do like this one it kind of helps you remember what it looks like in those stages so we're going to use a couple of sources today so let's kind of go back and look at just some of those ages of what it looks like okay so sensory motor is birth to two the senses your five senses that is how children are learning their cognitions are developing they are putting things in their mouths and they're touching things and pulling things and all those things my my husband used to say to my kids does that say touch me because this is how kids learn so sensible five of your senses and as you motor as you learn to walk crawl move that's how you learn every uh these stages do have then a goal so this is the stage and the task that belongs with that goal in sensory motor the task is going to be object permanence which is different than object constancy that belongs to margaret mayler object permanent according to piaget means about the age of six months the babies are gonna actually start to look for the ball you'll always see that question about peek-a-boo oh my gosh where are you where'd you go there you are so really before that stage children really believed you were just gone just gone had no idea ah and then about six months they did realize that wait a minute mom dad the ball whatever it's still there even when i can't see it one of the things that we know about the sensory motor and the pre-operational stage both of those stages are languages beginning to develop right so funny a question you may or may not see but children learn the the words children learn first are moving objects so whether it's the ball or the cat or dad or mama there's something about that that effect on their schema really um helps those words come first so i've seen that in some study information you may or may not see it on any of the clinical tests you're taking but anyway it's just a kind of cool thing to know so then birth to two is my sensory motor the goal of that of course is object permanence to know that the ball is still there and i'm gonna look for it okay if you've had two-year-olds it's really fun to kind of throw the things off the high chair and you keep picking it up and they're laughing and they're laughing because at that point they know they're still exist younger than that they're like it's gone no big deal so my pre-operational stage then that is my kids from two to seven two to seven uh those are kids that are very much thinking of doing that magical thinking different slide there guys okay so magical thinking it is really okay at that age to believe that the there's a man in the moon and that the tooth fairy and the easter bunny and all of those things are going to exist um they believe in like animism and and numbers and the menism that their animals can come to life sorry guys it's been a long day and those braces aren't working right now okay but in that stage they really believe that their babies their animals or things could come to life so as i mentioned before birth to two sensory motor what we're looking for the infant knows the world through the movements and sensations right five senses movements walking crawling children learn about the world through basic actions such as sucking grasping listening again those five basic senses and like i said the goal of that stage is object permanence they're able to uh they're able to separate beings from people and objects and then they realize their actions can cause their they have some power that their action can cause things so little kids that are lying and i think we don't do them anymore because of of health reasons but my kids had mobiles right you know and at some point they could look up at them and they just kind of moved but as they got older you got toys that they actually had to push or pull or do things so they could move because up into the age of two that is how babies are learning to see the world so again that is object permanent so now i have my lovely twos and i always say that you can definitely use this one in real life and that's the best way ever to to use these things so if you're in a grocery store and you've got some kid and you're watching him and he's just being very egocentric it's all about me it's mine it's mine it's mine you can just look over at the mom or dad and say hey it's okay that your kid's terrible it's normal according to piaget so that might not work very well with the mom but just so you have an idea that piaget said this is how cognitions grow and it reminds you that it doesn't really matter your opinion so this is a reading test based on knowledge so if piaget says it then the question will say according to piaget so at this stage children learn to learn symbolically and learn to use words and pictures to represent objects now i am sure none of you guys because you were always great parents and you probably you know made dinner every night but my kids ah you know what when they were little they learned that big o m in the sky those golden arches ah right so they couldn't read but we love to travel and we'd be driving you know anywhere and one of my kids would go mcdonald's mcdonald's right they didn't know what that mean but they knew what that big those golden arches meant so that was something that they really at that age knew that it meant something that's symbolic that's what that means so most often what we're looking for is egocentrism and struggle to see things from other persons from the perspective of other people in a test question what that might look like is um johnny and his johnny is three and his brother is ten and the mother tells johnny to please be quiet so your brother can study johnny has no idea there's anybody else in the world but him he really doesn't so we know that centrism means that i'm the center so ego freudian term who i am is it's all about me it's all about me which is normal between two and seven that's where those terms the terrible twos and terrible threes come from because children really think it's all about them and they haven't grown enough to accept that there are other things in life it's all about me and according to piaget that is a normal developmental stage i always joke that if you are 27 and you're egocentric then that's probably something like that's definitely a different video so at this point kids do learn language and thinking they're still getting better at things in very concrete terms and i say concrete is is literal very literal so especially as we look at our next state right s p c f i'm going to my concrete stage the concrete stage and this is the way that i always remember it there we go that concrete stage is when kids know that those two things have the same amount even when they look different and i think of conservation i'm old enough to remember when we were conserving water so in my head that helps me remember so conservation is the fact that these two things hold the same amount but they look differently and kids don't understand that until they're in this stage um so i will see i will tell my clients or you know i will tell you and tell my clients about my kids i've got three kids and most of my stories revolve around my kids um however so when they were little and we had birthday parties you know that pizza is usually cut into eight slices and if you call them up you know they can make it like 16 slices cut them small we would call and have them made into 24 slices especially when the kids were little you know because they wanted to pop pieces on their plate and not eat them so the truth is that you know the slice they got was like a tiny tiny part but they were thrilled that they got two pieces of the tiny tiny part which really didn't even equal the same as a half one of the you know the eight slices but it worked out well because prior to that they didn't get it all they know is that the numbers matter as we get that concrete stage and i'm like wait a minute here you know this is not the same so also in that concrete stage let's go by the ages so two to seven pre-operational terrible twos it's all about me 7 to 11 concrete very very literal i always say literal literally um so what it may look like in a question is the the mother tells the child um it gives a child a metaphor so she talks to she says to him you know um if you if you if you sleep with your dogs if you lay down with dogs you're gonna get fleas at 11 i'm thinking okay let me go ahead and put little scruffy in this cage because i don't want to get fleas in the formal stage i've got abstract thinking i know what that means like be careful who you lay with right so in my concrete stage whatever you tell me i'm very literally i believe i'm very literal and i believe it so let's kind of go back and look at some of those things i want to give you another example at the pre-operational stage before i pull away um so the question again may look like you've got a kid who is five mom and dad are going through a divorce and they bring the kid in because he's very upset so no he's getting a divorce what's going on according to prj and my cognitive development theorists the kid thinks it's their fault since the world is all about me yes the good is about me but so is the bad it's all about me dr phil used to say little kids fill in the blanks to their detriment so if they don't know what's going on and they're again very self-centered which is a normal stage they really believe that it's about them so that's great for your your theoretical practice of course is always as always and always is passing the test okay let me go back and just kind of pull up okay so let's see here i did talk about my 7 to 11 and those are my concrete stages so to understand the concept of conservation that the amount in the liquid is the same right they also become more logical but still very concrete so those are the terms you're looking for in the test they're logical however that abstract thinking um you know trying to get out of uh they're very concrete a plus b equals c right and then b plus c equals a but if you take away the a and you put in the y like whoa so just so you know that the social sciences that struggle with um algebra i guess we're still stuck in the concrete stage that was just a joke okay so anyway now we get to our formal stage my formal stage is 12 and up so then at that age he said that's where most of us stop we're able to uh adolescents or young adults begin to think abstractly and they can reason um abstract thought emerges so abstract thoughts are things that i can't see right but let's process this well i i can't see that then you're going to use deductive reasoning or reasoning from a general principle to a specific principle okay so kind of to deduce take it from the big picture and take it down those are things that happen and according to piaget that was the last stage so adults should be in that stage the final stage of piaget's theory involves an increase in logic the ability to use deductive reasoning and understand an abstract idea okay so to kind of know again a little more information on what we're looking for the test let's back up so piaget was my cognitive therapist cognitive is how my thought processes how i learn my cognitions his word for that was my schema [Music] the term schema is there we go schema the schema describes both the mental physical and both the mental and physical actions involved in understanding and knowing if you've ever seen me teach i'll say my schema right that's that's my process that's how i'm learning the world in piaget's view a schema included both a null both a category of knowledge and the process of obtaining the knowledge so schema is the word that belongs to piaget cognitive development those are the terms yes you have to understand the theory but when you're looking at the test questions you're looking for keywords that'll give you like oh that's it now don't be fooled by the test because many times they'll give you keywords but if you didn't read the question you still might miss it so we've got to understand what the question is asking us on top of understanding what the theory says okay so those terms assimilation and accommodation like what though that the assimilation belongs to like diversity yes it does yes it does but it does belong to both of them both uh piaget as well as our social diversity um cognitions one second okay so assimilation uh let's go back here so assimilation is i like this one assimilation is when new information is coming back into my um so what's happening with the um there we go okay so then the the the assimilation is what is first in my schema i see these four leggy creatures that are furry and my schema says they're all animals they look very similar to me when i'm two three four right oh furry things are dogs all furry things are cats that is assimilation i am putting that information in my schema now then i have to make room for new so look i think this is a doggy i've learned this and then i see a cat and i'm saying well dad that's a doggie right assimilation dad says no that really is not so there's a difference between dog and cats or cats and dogs and then she graduates and then she learns accommodation or she has to accommodate the new information to her current schematic view or her schema okay so again as i com assimilation versus accommodation those are the two basic rules you're going to see in the question it'll be really clear if it's assimilation from a cultural viewpoint from a cultural viewpoint assimilation means i've given up my own a culture and i've assimilated and i look like everybody else in the culture right so acculturation in culture means i've added the new culture to my current culture however what we're looking for here is again knowing that assimilation i look it looks very similar on my p on my schema and accommodation is making room with my schema for the new information okay again terminology that belongs to piaget okay according to piaget this is what it looked like so first we assimilated um and what you might see on the test is that question that the little boy says to the dad oh my goodness that fat woman over there she must be a whale because in his little mind she looks similar right as sorry as she looks so similar at wow guys sorry one second sorry about that i wonder what movie stars do when i get the hiccups in the middle of something i don't know okay so assimilation again so what i'm talking about is the um the little kid right who who talks about the woman he issues well so then an assimilation process in my mind at two i've assimilated that these that let's go back to the one with four animals i've assimilated they look similar in my schema everything with four and with four legs and fuzzy is going to be a dog and then equal liberation happens right i know that i'm good that's a dog then right this cat comes along and i say dog and dad says no that is not a dog so then now my schema is not equal like what and then that's where accommodation comes in so knowing the terminations assimilation equal liberation equilibration and then disciple it this equal and vibration what this sequel means is i'm not comfortable with that so now that i get the new information then i've made a room in my schema right to accommodate the new information if this were uh fessenger he would talk about cognitive dissonance but cognitive dissonance is an adult cognitive dissonance if i have two very i have a thought and a new thought comes in or a feeling and a belief and they don't match up so that's what that would mean however when it comes to this theory that is not the terminology so assimilation equal equilibrium equilibration and then disk equilibration is how we get to accommodation okay again scores we're going to use our schema so uh schema my assimilation and my accommodation so let me go back so my sensory motor stage right that is between birth to two you're learning that you know the object uh permanency like oh my gosh i've closed my eyes and the ball is still there pre-operational the goal of that one the task of that stage is egocentrism children are supposed to learn that it's about them okay so we can do lots of work on piaget but for the test that is the right answer the concrete stage is seven to eleven that is when i am very concrete so i i grandmother says to her kids you guys get away with murder at your house the kids come home and say mom we didn't kill anybody and mom's like what grandma said we'd get away with murder so they're very very concrete as we get older we can understand that's not what grandma meant and that's in a formal stage so a couple of things when you see a test question and you've got a woman a man who is in her his 80s he's had some sort of tbi or a neurocognitive issue he may go down to the concrete stage i'm sorry piaget also suggested that many people stay in that concrete stage they never get to the formal stage but definitely a man who's had some sort of neurodevelopmental neuro some issue going on we really might be back at the concrete stage so the abstract thinking stage i can i can kind of look at the future and i can plan and you know and i'm watching like what's happening in in um uh russia right now right so in my floral stage i can take that in and i can make information in it in my concrete stage i hear there's a war in in afghanistan and i begin to freak right so that is what that looks like s p c f what i did want to do is kind of give you a little history um of plj and not this would be on the test but in general what i find things that are that help me remember and things that help me teach is kind of giving a little history so then let's see here so piaget was a cognitive therapist and what that meant is that he really was a follower of people who thought cognitions so he attended the binay so we know that the first iq test was was developed by stan well developed in france it was developed vitamin a and what the rationale was from that is that we had lots of children that were living in institutions um and not being educated and the french government said to them so hey let's go back and look with this let's figure out can we maybe educate more of those people so the bene chat the monet school or the monet center of intelligence is where our first intelligence test came from so um and you'll see this other ways so part of what alfred benay did was he used his children in this the as part of the research unethical now but you know back in 1909 it was okay um and so using his stanford renee the test that he used it allowed him to really determine which of the students which of the adolescents really had some iq and could function in a school setting okay so stafford binet is the first person that really looked at iq um he was commissioned by the french government to make sure that again getting kind of getting the people out of the institutes that didn't need to be there i say that to say um because what we know is that okay piaget was part of the alfred institute right so we think back in all this kind of renaissance period where all of our theories were coming from so benay came up with to use the theory he tested it with his children and it really the research turned out well so then americans because we're so good at what we do please don't call me please don't leave a awful text i do love america i'm glad to be in america and please don't go i teach to the test my personal values and beliefs have nothing to do with my client nor as i teach the test i'm teaching you to pass a test so again so let's go back to that then um the stamford binet was the first one um tournament came from stanford university he brought it back to america and that's what's called the stanford benay okay but it was the first iq was about biden benay it was the average was a hundred points okay so again we've looked at other testing and we'll talk about that um under assessment pieces but just know that he did and he also really didn't use a lot of that work with his children and we've heard that with other theorists right that you use your children as the guinea pigs if you're not sure go back and check that out okay um again so just a little history and these are not on the test i'm just really trying to help you um bring some thought patterns and where we got here okay okay we've talked about assimilation versus accommodation we've talked about we've talked about your schemas we've talked about the importance of uh that this is developed in childhood okay some talks about assimilation and all those good things i like this one so again the assimilation the dog well she gets older and she still thinks it's a dog and dad says it's a cat so this is from assimilation right because i think they look the same dad says no that's not true this is a cat cats are animals and we are people so that's what it looks like in the process i was going to give you just a little history of piaget and not that you care um but he did go to school um in with the freudian institute so a lot of his beliefs originally were based in freud um however the stamford binet is not it was originally written um that didn't include kids but now it does so if the question talks about which is the oldest test we use that's the stanford binay if it talks about what is the um so for the theft renee as well as the um [Music] wexler right the waste w-8is is for adults w-i-s-c is for children um so what he would say is that if you're the stanford bernay is equivalent it's correlated to the stanford test okay so but benay did have that a piece that assessment piece first and i always bring that back just to understand where piaget came from so this time frame what's going on in the world in this whole revolution of looking at physical and emotional illness and perhaps the relationship and why things happen right so alfred bennett was above his time this theory didn't come back this theory didn't come back until later um which again that was based on turnman who was an american psychologist so to kind of wrap this up so s p c f i have to know what happens in each of those states what it would look like on a question right and then decide what that looks like so spcf sensory motor pre-operational concrete and formal he is my cognition guy he's my cognition guy in human development don't get confused because changing my conditions in a helping relationship is going to be back okay so i always hear we don't have any questions on those a couple of things that i've seen so i've had the questions that an 83 year old man had some sort of tbi or dementia or something that was going on okay and they ask him the metaphor is you know should people who live in glass houses throw stones um and he repeats verbatimly what i said so that means that man that was in his formal stage due to tbi dramatic brain injury something he's gone down because he's very literal so that's what it'll look like in the question um let's see i have one here oh i have another view of colebrook here most i'm sorry uh piaget and this one it's very clear about where they are so birthday 2 sensory motor and they're supposed to learn object permanence 2 to 6 preoperation so at this point symbolic thinking they know the m in the sky is mcdonald's right so language use egocentric thinking is all about me i don't care that anybody else in the car or my family members doesn't want mcdonald's it's what i want and that's all that matters so imagination experience grow as the child develops seven to eleven that's when kids are very concrete right so they need to know two plus two equals four and four plus four equals eight it always needs to make sense and line up in our formal stage those are many of us including me who don't always agree with the law so some historical cases look at like rosa parks of course and she knew that she might go to jail if she continued that boycott um i lost my thought any part of that civil rights movement was really part of this okay sorry about that okay so that is what it looks like for piaget's stages schema is the one that you need to know and again whether it's since the um assimilation or accommodation those are all terms that belong with that okay uh it's covered his history okay remember all these except for the formal stage you do have a task that you should develop and i'm 12 and older and that's you and i he said we stop at 12 and older we're grownups and that's it okay guys i'm gonna let you go um this was a brief overview of piaget um i hope you found it found it helpful and what we're looking for is remembering he is a cognitive guide now piaget actually also had a um a morality test right he really did and remember piaget was friends um with colbert that's what i line up so you might see a question that says according to piaget's stage of development i'm usually kind of guessing rolling out finding the best answer because we don't teach a lot in general about piaget's morality development that's where kohlberg came on and i think i've mentioned in my other videos that um decided to uh he decided um that women were immoral based on his plan carol gilligan came along and said hey wait a minute wait a minute that is not true um and she suggested that women could do all of those things that men could do so that is circumscription versus compromise trying to close up my windows here do you have questions guys something that you want to know about him about specifically um about these theories that i didn't cover okay bore you all to tears well yes dr pam you did but i'll go back and listen to this later right okay guys enjoy it and i i hope you can um i hope you benefit from it thanks