1. Sensorimotor (0-2 Years)

2. Preoperational (2-7 Years)

3. Concrete Operational (7-11 Years)

4. Formal Operational (11-adult)

1st: Children learn through their senses and their own motion or motor production

Object Permanance (6-9 Mos): understanding that objects have a separate, permanent existence "out of sight, out of mind"

Goal Directed Actions: Deliberate actions toward a goal [shape sorter toy]

2:Stage before the child masters logical, mental operations, "here and now"

Semiotic Function: ability to use symbols (Symbolic representation)-->Gun play

Difficulty seeing other POVs

Egocentric: only my POV

Collective monologue: form of talk when children in a group talk but do not really interact

1. Use concrete props

2. Make instructions short

3. Remember they are egocentric

4. Different meaning for the same word [interpretation of word "nap"]

5. Much practice with skills that are building blocks

6. Wide range of experiences [field trips, guest speakers]

3:Mental tasks are tied to concrete objects and situations, "hands on thinking"

Decentering: focusing on more than one aspect at a time

Aspects of reasoning: identity, compensation, and reversibility

Classification: grouping of objects into categories

Seriation: arranging objects in sequential order according to one aspect

1. Use concrete props and visual aids

2. Give students a chance to manipulate and test objects

3. Presentations and readings are brief and well organized

4. Use familiar examples

5. Give opportunities to classify and group objects and ideas on increasingly complex levels

6. Present Problems that require analytical thinking

4: Student can accomplish mental tasks that involve abstract thinking and the coordination of a # of variables

Hypothetico-Deductive Reasoning: identifying factors that might affect a problem, deduce and systematically evaluate specific solutions

Adolescent Egocentrism: assumption that everyone else shares one's thoughts, feeling, and concerns

Imaginary Audience: self conscious behavior that everyone is watching you

1. Continue to use concrete-operational teaching strategies and materials

2. Give students the opportunity to explore many hypothetical questions

3. Give students opportunities to solve problems and reason scientifically

4. Teach broad concepts, not just facts, using materials and ideas relevant to the students' lives

1. Children must act on informations in some way

2. Students should act, manipulate, observe, talk/write about what they have experienced

3. The communication allows students to use, test, and even change their thinking abilities

1. Children and adults aare often inconsistent with the invariant stages

2. Some people believe Piaget underestimated children's abilities

3. Piaget didn't allow much "space" for Information Processing and also didn't give a great deal of "space" for the teacher's role

4. Piaget didn't allow for cultural differences

1. Social Sources of Individual Teaching

2. Cultural Tools and Cognitive Development

3. Role of Language and Private Speech

4. The Zone of Proximal Development

believed functions appear twice in a child's life: social and individual level

Co-constructed process: people interact and negotiate (verbally) to create an understanding or to solve a problem. the final product is shaped by all participants

Cultural Tools: The real tools (computers, scales, etc) and symbol systems (numbers, language, graphs) that allow people in a society to communicate, think, solve problems and create knowledge

Mediation Tools: use of tools such as ABC chart or number line above chalkboard, a teacher modeling how to write from left to right

Language: how we connect the past to the future, how cultures communicate within a society or between societies

Private Speech: Children's self-talk, guides their thinking and action [shopping and saying your list out loud]

Zone of Proximal Development

"Magic Middle"

Zone: level just above the child's capability level where s/he can accomplish things if s/he has assistance

Important to teach towards middle of students' overall ability

Scaffolding: giving information, prompts, reminders and encouragement at the right time and in the right amount [stairs example, moving from the experienced child to more experienced child]

adapting materials or problems

demonstrating skills

walking though steps of a problem

giving detailed feeback and allowing revisions

asking questions to refocus attention

Vygotsky

more than just the teacher whom teaches the children

1. People develop at different rates

2. Development is relatively orderly

3. Development takes place gradually