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- Personal Background and the Career History
Jean Piaget was born on August 9 1896,
in Neuchatel, Switzerland. He was the first born to the Rebecca Jackson
and Arthur Piaget. (Erin Patterson, n.d.) . Arthur Piaget was a professor who taught
medieval literature at the University of Neuchatel. (Jean Piaget: Biography,
2013). His father was a person who was
very dedicated to his studies and this motivated Jean Piaget for studies and
developed an interest in biology and natural world at a very young age. (Jean
Piaget: Wikipedia, 2013).This resulted in Jean Piaget writing a short scientific
paper on albino sparrow at the age of 11 while he was attending Neuchatel Latin
High School (Erin Patterson, n.d.). The success he got to this paper resulted
in the beginning of a brilliant scientific career. At his late adolescence he
developed an interest on mollusks and published many papers on it (Leslie
Smith, 2000). One particular article written on this when he was 15 led to a
job offer in natural history museum which he declined to continue his studies. (Jean
Piaget Biography, 2013). After graduating from the Neuchatel High School he
joined the University of Neuchatel where he continued to study about natural sciences
and received his Ph.D. in zoology in 1918. (Kendra Cherry, 2013). After he left
the University of Neuchatel he spend a semester in University of Zurich where
he attended Carl’s Jung lectures (Erin Patterson, n.d.). This was when he
developed an interest about psychoanalysis and he left Switzerland to study
about abnormal psychology and logic in Paris at the Sorbonne in 1919 ( Dr. C.
George Boeree, 2006). In 1920 he worked in a Ecole de la rue de la
Grange-aux-Belles a boys' institution with Alfred Binet who was the developer
of the Binet intelligence test. He then worked with De Simon and Alfred Binet on
these intelligence tests (Biography, 2013). These tests were meant to measure a
child’s intelligence and draw connections between a child’s age and the nature
of his errors. For Piaget, this test rose the question “how children learn?” (Jean
Piaget. Biography, 2013). He was so fascinated about this question, he decided to
continue experimenting about this after returning to Switzerland (NNDB tracking
the entire world: Jean Piaget, 2013). In 1921 his first article on the
psychology of intelligence was published, at this year he accepted the director
of studies at the J.-J. Rousseau Institute in Geneva (Leslie
Smith, 2000). He continued his research
with children and in 1923 he got married to Valentine Chatenay where 3 children
were born to him. Their first daughter named Jacqueline Piaget was born in
1925, their second daughter Lucienne Piaget was born in 1927 and their 3rd
child was a male and he was born in 1931. He was named as Laurent Piaget. He
studied the intellectual development of his three children from the time of
their infancy (Leslie Smith, 2000).
During Piaget’s career he worked in a lot
of universities and organizations. It includes the chairman of the psychology, sociology and history of sciences
of the Neuchatel University from 1925 to 1929. He then taught the historic of
scientific thought at the University of Geneva from 1929 to 1939. He also
served as the director of the International Bureau of Education in Geneva from
1929 to 1967. He was the director of the Institute of Educational Sciences of
the University of Geneva from 1932 to 1971. He was the professor of
Experimental psychology and Sociology of Lausanne University from 1938 to 1951.
He also was the professor of
Experimental psychology in Geneva University from 1940 to 1971. And from 1952
to 1964 he was the professor Genetic psychology in Sorbonne, Paris. He also founded the International center for
Genetic Epistemology of Geneva in 1955 and was the director of that Centre till
1980. He was also the Emeritus professor of the Geneva University from 1971 to
1980. (Torran I. Anderson, n.d.) and (Leslie Smith, 2000). By the End of his
career he has filled the president chair of the Swiss Commission UNESCO, Swiss
Society of Psychology, French Language Association of Scientific Psychology and
International Union of Scientific Psychology.
He was also the Co- Director of the Department of Education,
UNESCO. In addition to this he was a
member of Executive Council, UNESCO and 20 other Academic Societies. He was also the Co- Editor of Archives de
psychologie and 7 other journals (Leslie Smith, 2000). Jean Piaget has written
over 60 books and many hundreds of articles (Dr. C. George Boeree, 2006). He was awarded Erasmus Prize and other 11
international prizes and honorary doctorates from 31 Universities all over the
world (Leslie Smith, 2000). Exploring
the life of Jean Piaget it’s a fact that he is one of the most significant
psychologists of the twentieth century.
- Jean Piaget's theory
Jean Piaget's developed the cognitive development theory. This theory
has 3 basic components.
1.
Schemas.
2.
Equilibrium,
assimilation and accommodation.
3.
Stages of
development.
1. Schemas
These are the units of knowledge, each
relating to one aspect of the world. The
knowledge we acquire are stored in these units and they are applied when
needed. For example a person might have
a schema about buying items from a supermarket. The schema is a stored form of
the pattern of behavior which includes
taking a basket and putting all the items the person wants to buy and going to
the reception to pay for them. So whenever the person is in a supermarket they
retrieve this schema from their memory and apply it to the situation.
2. Assimilation
This happens when the new information acquired
can be fitted to an existing schema.
Accommodation
This happens when the new information does not
fit into an existing schema and a new schema is formed to store the
information.
Equilibration
This is the force which moves the development
along.
For Example
3. Stages of development
Stage
Age
Characteristics
Sensorimotor Stage
0 to 2 years
The infant knows the world through their movements and sensations.
Preoperational Stage
2 to 7 years
Children begin to think symbolically and learn to use words and pictures to represent objects.
Concrete operational Stage
7 to 11 years
Children begin to think logically about concrete events.
Formal Operational Stage
12 and above
Children begin to think abstractly and reason about hypothetical problems.
Jean Piaget also developed the moral development theory.
Jean Piaget believed that the cognitive development is closely related to the moral development of the children. He suggested that people pass through 3 different stages of moral reasoning.
The First Stage: Moral Realism
In this stage children tend to have a clear understanding of what is wrong and what is right. Yet they believe that there will be only one right answer to every situation. At this stage the children tend to trust the adults decision and they do not ask questions about the decisions taken by adults. Also at this stage the children believe in moral absolutes and see a particular situation from a limited perspective.
The Second Stage: Morality of Reciprocity
In this stage children start to understand that there will be no fixed rules and the rules can be negotiable. They see the world from the other peoples' eyes and learn that there will more than one right answer for a situation. They understand that punishments are given to compensate for the loss due the immoral acts. And they begin to use logic and hypothesis at this stage.
The Third Stage: Mature Adult Thinking
In this stage many different moral issues are concentrated through practical decision making. The ethics of cooperation and the complexity of moral issues are better understood at this stage.
- Application of the theory to the classroom/ teaching
Here I am going to focus on the assimilation and accommodation process.
A teacher is about to take the topic “butterflies” to 1st
graders. She pasted a picture of butterfly on the board so that all the
children can see. The children stared at it not knowing what it was. The teacher
explains to the children that it was a butterfly. And outlined the features (has
colorful wings and has two antennas) of the butterfly. A new schema was formed for butterflies.
After explaining the topic, in order for the children to understand butterflies
well, the teacher decided to take the children outdoors on a later day. That
day the teacher took the children to the school garden and let the children
explore the place. The students saw beautiful little creatures flying from one
flower to another. The students noticed that these little creatures had
colourful wings and two antennas, so they recognized them as butterflies. But them
flying and sitting on flowers were not included in the butterfly schemas they
have developed so disequilibrium occurred. The teacher explains that they are
butterflies and the reason why they fly and sit on flowers is to drink the
nectar from flowers which are food for them. After this confirmation
assimilation (the new information: flying and drinking nectar was added to the
butterfly schema) occurs and equilibrium is restored. On an another day the
teacher showed a video on moths to the class and this particular video shows
different coloured moths flying around and sitting on flowers. The students
noticed that these little creatures had two antennas and had colourful wings
also they flew from one flower to another so they decided that these creatures
must be butterflies. The teacher explains that butterflies and moths are very
similar but they are two different creatures, and the creatures that they saw
were moths. Disequilibrium occurs and the teacher continues her explanation
about the differences. She explains that even though both of them have coloured
wings butterflies have much more colorful wings than moths and the antenna of
moths are much shorter than that of butterflies. Equilibrium is restored and a
new schema is formed for moths ( accommodation occurs).
Reference
-
About.com
Psychology:Piaget’s Stages. (2013). Retrieved on November 16, 2013 from http://psychology.about.com/od/behavioralpsychology/l/bl-piaget-stages.htm.
Anderson,T. (n.d.). Explore the laureate legacy: Jean
Piaget. Retrieved on November 15, 2013 from http://www.kdp.org/aboutkdp/laureates/jeanpiaget.php.
Biography. (2013).
Retrived on November 15, 2013 from http://jean-piaget.wikispaces.com/Biography.
Boeree, G. (2006). Personality
Theories: Jean Piaget. Retrived on November 15, 2013 from http://webspace.ship.edu/cgboer/piaget.html.
Cherry, K. (2013).
About.com phsychology: Jean Piaget Biography. Retrived on
November 15, 2013 from http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm.
Character Development. (2011). Retrieved on November 16, 2013 from http://www.slideshare.net/IiumStudyWall/piagets-moral-development-ppt#btnNext.
Jean Piaget Biography.
(2013). Retrived on November 15,2013 from http://www.notablebiographies.com/Pe-Pu/Piaget-Jean.html.
Jean Piaget: Wikipedia. (2013). Retrived on November 15, 2013 from http://en.wikipedia.org/wiki/Jean_Piaget.
Jean Pigate. Biography.
(2013). Retrived on November 15, 2013 from http://www.biography.com/people/jean-piaget-9439915?page=1.
Leod, S. (2012). Simply psychology: Jean Piaget.
Retrived on November 16, 2013 from http://www.simplypsychology.org/piaget.html.
NNDB tracking the entire
world: Jean Piaget. (2013). Retyrived on November 15,2013 from http://www.nndb.com/people/359/000094077/.
Patterson, E. (n.d.). Psyography: Jean Piaget.
Retrieved on November 15, 2013 from http://faculty.frostburg.edu/mbradley/psyography/jeanpiaget.html.
Smith, L. (2000). Jean Piaget Society. Retrieved on
November 15, 2013 from http://www.piaget.org/aboutPiaget.html.
-
- Jean Piaget's theory
1.
Schemas.
2.
Equilibrium,
assimilation and accommodation.
3.
Stages of
development.
1. Schemas
These are the units of knowledge, each
relating to one aspect of the world. The
knowledge we acquire are stored in these units and they are applied when
needed. For example a person might have
a schema about buying items from a supermarket. The schema is a stored form of
the pattern of behavior which includes
taking a basket and putting all the items the person wants to buy and going to
the reception to pay for them. So whenever the person is in a supermarket they
retrieve this schema from their memory and apply it to the situation.
2. Assimilation
This happens when the new information acquired
can be fitted to an existing schema.
Accommodation
This happens when the new information does not
fit into an existing schema and a new schema is formed to store the
information.
Equilibration
This is the force which moves the development
along.
For Example
3. Stages of development
Stage
|
Age
|
Characteristics
|
0 to 2 years |
The infant knows the world through their movements and sensations.
|
|
Preoperational Stage |
2 to 7 years |
Children begin to think symbolically and learn to use words and pictures to represent objects.
|
7 to 11 years |
Children begin to think logically about concrete events.
|
|
Formal Operational Stage |
12 and above |
Children begin to think abstractly and reason about hypothetical problems.
|
Jean Piaget also developed the moral development theory.
Jean Piaget believed that the cognitive development is closely related to the moral development of the children. He suggested that people pass through 3 different stages of moral reasoning.
The First Stage: Moral Realism
In this stage children tend to have a clear understanding of what is wrong and what is right. Yet they believe that there will be only one right answer to every situation. At this stage the children tend to trust the adults decision and they do not ask questions about the decisions taken by adults. Also at this stage the children believe in moral absolutes and see a particular situation from a limited perspective.
The Second Stage: Morality of Reciprocity
In this stage children start to understand that there will be no fixed rules and the rules can be negotiable. They see the world from the other peoples' eyes and learn that there will more than one right answer for a situation. They understand that punishments are given to compensate for the loss due the immoral acts. And they begin to use logic and hypothesis at this stage.
The Third Stage: Mature Adult Thinking
In this stage many different moral issues are concentrated through practical decision making. The ethics of cooperation and the complexity of moral issues are better understood at this stage.
- Application of the theory to the classroom/ teaching
Here I am going to focus on the assimilation and accommodation process.
A teacher is about to take the topic “butterflies” to 1st
graders. She pasted a picture of butterfly on the board so that all the
children can see. The children stared at it not knowing what it was. The teacher
explains to the children that it was a butterfly. And outlined the features (has
colorful wings and has two antennas) of the butterfly. A new schema was formed for butterflies.
After explaining the topic, in order for the children to understand butterflies
well, the teacher decided to take the children outdoors on a later day. That
day the teacher took the children to the school garden and let the children
explore the place. The students saw beautiful little creatures flying from one
flower to another. The students noticed that these little creatures had
colourful wings and two antennas, so they recognized them as butterflies. But them
flying and sitting on flowers were not included in the butterfly schemas they
have developed so disequilibrium occurred. The teacher explains that they are
butterflies and the reason why they fly and sit on flowers is to drink the
nectar from flowers which are food for them. After this confirmation
assimilation (the new information: flying and drinking nectar was added to the
butterfly schema) occurs and equilibrium is restored. On an another day the
teacher showed a video on moths to the class and this particular video shows
different coloured moths flying around and sitting on flowers. The students
noticed that these little creatures had two antennas and had colourful wings
also they flew from one flower to another so they decided that these creatures
must be butterflies. The teacher explains that butterflies and moths are very
similar but they are two different creatures, and the creatures that they saw
were moths. Disequilibrium occurs and the teacher continues her explanation
about the differences. She explains that even though both of them have coloured
wings butterflies have much more colorful wings than moths and the antenna of
moths are much shorter than that of butterflies. Equilibrium is restored and a
new schema is formed for moths ( accommodation occurs).
Reference
Boeree, G. (2006). Personality Theories: Jean Piaget. Retrived on November 15, 2013 from http://webspace.ship.edu/cgboer/piaget.html.
Cherry, K. (2013). About.com phsychology: Jean Piaget Biography. Retrived on November 15, 2013 from http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm.
Character Development. (2011). Retrieved on November 16, 2013 from http://www.slideshare.net/IiumStudyWall/piagets-moral-development-ppt#btnNext.
Jean Piaget Biography. (2013). Retrived on November 15,2013 from http://www.notablebiographies.com/Pe-Pu/Piaget-Jean.html.
Jean Piaget: Wikipedia. (2013). Retrived on November 15, 2013 from http://en.wikipedia.org/wiki/Jean_Piaget.
Jean Pigate. Biography. (2013). Retrived on November 15, 2013 from http://www.biography.com/people/jean-piaget-9439915?page=1.
Leod, S. (2012). Simply psychology: Jean Piaget. Retrived on November 16, 2013 from http://www.simplypsychology.org/piaget.html.
NNDB tracking the entire world: Jean Piaget. (2013). Retyrived on November 15,2013 from http://www.nndb.com/people/359/000094077/.
Patterson, E. (n.d.). Psyography: Jean Piaget. Retrieved on November 15, 2013 from http://faculty.frostburg.edu/mbradley/psyography/jeanpiaget.html.
Smith, L. (2000). Jean Piaget Society. Retrieved on November 15, 2013 from http://www.piaget.org/aboutPiaget.html.
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