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Piaget

19 Questions  I  19 Attempts  I  Created By mygr8danes 871 days ago

  


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Question Excerpt From Piaget
Q.1)  Which PIAGET Stage?
(main 4 stages, not talking about substages)


Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he also personifies objects. He is now better able to think about things and events that aren't immediately present. Oriented to the present, the child has difficulty conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas. Teaching must take into account the child's vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning
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Q.2)  Which PIAGET Stage?
(main 4 stages, not talking about substages)


During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment -- his parents or favorite toy -- continue to exist even though they may be outside the reach of his senses. Teaching for a child in this stage should be geared to the sensorimotor system. You can modify behavior by using the senses: a frown, a stern or soothing voice -- all serve as appropriate techniques

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Q.3)  Which PIAGET Stage?
(main 4 stages, not talking about substages)

During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information

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Q.4)  Which PIAGET Stage?
(main 4 stages, not talking about substages)

This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives.

 
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Q.5) 

Piaget > Sensorimotor> 6 substages

Class notes: 
-more deliberate acts to elicit a reaction- repetitive.
- recognition of an orderly sequence (recognize smells, sounds, objects)
- cry ceases when they hear a voice before feeding

More:
 
this stage focuses replacing reflexive behavior with voluntary acts. they begin to recognize the stimulus that produced a response. they associate the nipple with the sound of a parents voice.  they will cry b/c they are hungry but will stop crying when they hear the voice, BEFORE receiving the nippple.  what it taking place is a realization of causality and recognition of an orderly seq of events. the environment is taken in with all the senses and with whatever motor ability is present. 

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Q.6) 

Piaget > Sensorimotor> 6 substages

class notes:
 use of reflexes. suck-root-  grasp. CRY- FEED- SLEEP

more info:
 this stage focuses on use of reflexes.  infants individuality and temperment are expressed through the physiologic reflex of sucking, rooting, grasping, and crying.  associate and act and response. cry and they get a bottle.  Cry- Suck- Sleep. they begin to perceive certain patterns or ordering.

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Q.7) 

Piaget > Sensorimotor> 6 substages

Class Notes:
maturation begins.
-more and prolonged repetition
-play becomes more evident
-shaking bang, and pulling
-object permanence at END of stage

more:
 
grasping and holding now become banging pulling and shaking. shaking is performed to hear a noise not just to shake it. quality and quantity of an act becomes evident. they begin playing and take pleasure in mastering an act. objects are out of sight, out of mind. . 

 
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Q.8) 

Piaget > Sensorimotor> 6 substages

class notes:
adding new intellectual skills learned previously- a transitional stage
-marks the begiining of intellectual skills
-more aware of environment and anticipates events-
-COMPETION of object permanence

more:
they begin intellectual reasoning. associate symbols with meaning :"bye-bye" --> daddy goes to work, for example.

explores surroundings
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Q.9) 

Piaget > Sensorimotor> 6 substages

Class notes:
child uses new experimentation to achieve previously unattainable goals.
develops thinking through reasoning.
put a toy on the chest. child will try diff ways to reach the toy.

more info:

awareness of causal relationships between two events is apparent. after flipping a light switch, toddlers are aware that a reciprocal response occurs. BUT they do not transfer taht knowledge to new situations. so every time they see what looks like a light switch, they must reinvestigate further. even if they recieve a shock from an electrical outlet, they will still inspect all other outlets, but they will avoid the same outlet that shocked them.

 
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Q.10) 

Piaget > Sensorimotor> 6 substages

copy others actions. uses words like up, down with meaning. starts to put meaning to words such as wait a minute: they will wait. refer to self by name. engages in parallel play
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Q.11)  Which piaget stage:

-which stage do they start using thought processes to experience new events and actions- minds are very active.

- they do not get sarcasm

- develop an understanding of relationships

- progress in reasoning. move from preceptual  (what they see) to conceptual (based on reason)

-develop classification systems
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Q.12)  Which piaget stage:

-which stage do they go from totally egocentric thought to social awareness and the ability to consider otehr viewpoints?
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Q.13)  Which piaget stage:

This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching  may be wideranging because he'll be able to consider many possibilities from several perspectives. ?
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Q.14)  According to Piaget this in the fourth stage of cognitive development, or period of:
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Q.15)  able to think more abstractly and logically. can do algebra.
no longer restricted to the real and actual.
think beyond present
better able to accept members from other cultures
peer group is important. :
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Q.16) 
Learns to use language and to represent objects by images and words 

Thinking is still egocentric: has difficulty taking the viewpoint of others 

Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour 



Read more: Piaget's developmental theory http://www.learningandteaching.info/learning/piaget.htm#ixzz1CZ4Z0oEX
Under Creative Commons License: Attribution Non-Commercial No Derivatives
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Q.17) 
Can think logically about objects and events 

Achieves conservation of number , mass , and weight  

Classifies objects according to several features and can order them in series along a single dimension such as size. 



Read more: Piaget's developmental theory http://www.learningandteaching.info/learning/piaget.htm#ixzz1CZ4inxiZ
Under Creative Commons License: Attribution Non-Commercial No Derivatives
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Q.18) 
Can think logically about abstract propositions and test hypotheses systemtically 

Becomes concerned with the hypothetical, the future, and ideological problems 



Read more: Piaget's developmental theory http://www.learningandteaching.info/learning/piaget.htm#ixzz1CZ4vf4m7
Under Creative Commons License: Attribution Non-Commercial No Derivatives
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Q.19) 
Differentiates self from objects 

Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise 

Achieves object permanence: realises that things continue to exist even when no longer present to the sense



Read more: Piaget's developmental theory http://www.learningandteaching.info/learning/piaget.htm#ixzz1CZ52a4iF
Under Creative Commons License: Attribution Non-Commercial No Derivatives
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