Child Pedagogy

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Piaget's theory of cognitive development
For more information, see Neo-Piagetian theories of cognitive development. Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity. Contents * 1 Nature of intelligence: operative and figurative intelligence * 1.1 Assimilation and accommodation * 1.2 Sensorimotor stage * 1.3 Preoperational stage * 1.4 Concrete operational stage * 1.5 Formal operational stage * 1.6 The stages and causation * 2 Challenges to Piagetian stage theory * 3 Post Piagetian and Neo-Piagetian stages * 4 Postulated physical mechanisms underlying "schemes" and stages * 5 Relation to psychometric theories of intelligence * 6 Piagetian and post-Piagetian stage theories/heuristics * 7 See also * 8 References * 9 External links| Nature of intelligence: operative and figurative intelligence Piaget believed that reality is a dynamic system of continuous change, and as such is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states. Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, humans change in their characteristics as they grow older), in size (e.g., a series of coins on a table might be placed close to each other or far apart) in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, that if human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality. He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality and that figurative intelligence is responsible for the representation of the static aspects of reality.[1] Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest. Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves perception, imitation, mental imagery, drawing, and language. Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget believed that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence. At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget believed that this process of understanding and change involves two basic functions: Assimilation and accommodation. Assimilation and...
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