P-+Piaget's+Constructivism

Introduction: Piaget’s research has made immense contributions to the fields of biology, child psychology and education and provided the roots of current constructivism theory. His years of careful study added many concepts to our understanding of knowledge and learning for children. Piaget defined three types of knowledge: physical, logical mathematical (logico-mathematical), and social. These relate to how children use knowledge to process information and add to or modify their understanding and organization of concepts (schemes). He also identified four states of cognitive development: sensorimotor (0-2 years); preoperational (2-7 years); concrete (7-11 or 13), and formal operations (11 or 13 to adults). I chose to analyze Piaget’s theory, as I was discouraged in my Special Education classes by a professor that was a Vygotsky fan and stated in her classes that Piaget was not useful anymore. I feel that his principles, identifies types of knowledge and stages of development are useful and I would recommend research with autistic children using his theory. Brief descriptions and examples as well as related terms and principles used by Piaget will be presented. Definition and Description:

Knowledge: Piaget ’s three types of knowledge that children use to add to their active learning organization or schemes form the basis of children’s learning are described as: 1. Physical knowledge is when the child uses his understanding of items in his physical environment and perceptions of them to him to add to or modify his knowledge about physical properties of items. An example could be as simple as a young child discovering that cubes only fit in the square hole of a shape toy. 2. In Logical-mathematical (logico-mathematical) knowledge the child uses her abstract thinking to process and resolve problems and add to or modify her learning schemes. An example might be discovering that blocks sink when dropped in a container filled with water while foam does not. A child would modify their existing scheme that things I drop in water sink to some things float and some things sink. Further opportunities and practice would add to the child’s scheme or organization of concepts the properties of objects that sink and those that float. 3. Social learning is determined by the child’s culture and learned by other members of the culture (“culture specific” (Driscoll 193). (Kamii & Ewing 1996) seem to broaden it to conventions and terms including scientific terms (p. 263) versus understanding the concept in a logico-mathematical knowing. For example, our culture teaches that children make eye contact with adults for communication. This is not true for all cultures; some teach children to not make eye contact with adults is a demonstration of respect. Stages: Piaget also identified four stages of development that he observed: 1. Sensorimotor (0-2 years) children are more aware of sensory motor stimuli rather than words. Children learn by sensory input and their actions in their environment. The child’s action is called motor schemes (Pressley & McCormick 2007). Children at this state do not understand object permanence, that an object is still present even when they cannot see it. A common example of object permanence is when an object is shown to the infant and then hidden under a box or cloth in their presence and the child begins to cry, as they do not understand the object is still present. 2. Preoperational (2-7 years) children start understanding language and begin association of symbols (or words) for items or objects. This stage is also typified by behavior that Piaget called egocentric where everything and everyone revolves around the child and the child cannot see things from another’s viewpoint. They often use fantasy and engage in symbolic play and language. This period is characterized by imitation or deferred imitation and symbolic play. Children use deferred imitation when they imitate a behavior at a much later time than their observation of the behavior occurred. Symbolic play is characteristic of what we think of as pretend play when a child uses a broomstick to represent a horse (object) in their play Also referred to as “symbolic representation” Pressley & McCormick 2007). This stage is very interesting to me as it relates to autism. Autistic children tend to be focused on themselves, unable to see another’s viewpoint. They usually are very literal and do not know how to pretend or play. If you observe autistic children they may appear at first to be playing with toys but as you continue to watch you will notice them lining up their toys in a perfect line or order and not interacting with other children next to them. 3. Concrete (ages 7-13) At the concrete operational stage (ages 7-11) the child is able to think abstractly and use reasoning use to solve and apply or modify their organization and understanding of concepts. Conservation is an important concept in which the child understands an amount or measurement such as weight, length, or volume is still the same even if it is put in a different position, larger or smaller container or several containers. Pressley & McCormick (2007) also discuss reversibility, compensation, and seriation in this stage. Reversibility is when an action (operation) can be reversed (undone) [example pouring water back into previous container – this is observable in education when students understand the reciprocal method of addition when adding 3+2 and 2+3 or when reversing manipulatives such as 3 apples and 2 pears will get the same answer). When a child has mastered compensation they understand that liquid has the same scope (dimension) in both a narrow jar and a wide jar even though the level of liquid is a different height in each jar. This stage is also typified by he ability to classify objects. For example, dividing the overall category into smaller categories with the same properties such as circles and squares or by colors. This is often referred to as groupings, combining objects into categories that share properties of a larger group. In my practice as a Special Educator this is often referred to as classifiying which is quite difficult for many of my students. Seriation is proficiency at putting objects in an order or series of the same scope (dimension) shortest to longest. 4. Formal operations (ages 13-adult) In the formal operational stage subjects understand multiple points of view, think and solve more complex and multiple problems. They can also understand possibilities, think ahead and understand reality. Additional Terms: Two important terms in Piaget’s theory are assimilate and accommodate. Assimilate is when a child observes a behavior or action and relates it to something in their life. Example: that girl has taken her lunch out of a metal lunch box and I have a blue lunch box her metal lunch box is for her lunch too just like mine—she has a lunch box like me. Another example could be when a child observes another child with their baby sister and connects it with the fact they have a baby sister too. When a child receives input that doesn’t match his/her understanding of a concept (scheme) they must incorporate the information and modify their understanding of the concept. Principles: Our textbook lists underlying principles for Piaget’s theory that I found relate to my work with autistic children. “Principle 1: The Learning Environment Should Support the Activity of the Child” (Driscoll 2007 p. 214). This principal is very on target with my autistic class. In my classroom you will see visual icons and pictures for our routines and all around the classroom to assist children. Visual schedules are provided for each child and my aides and I have a ring of icons for communication. Autistic children have strong visual skills and weak verbal/auditory and communication skills. “Principle 2: Children’s interactions with Their Peers Are as Important Source of Cognitive Development” (Driscoll 2007 p. 215). Since communication and social skills are a big weakness for autistic children, opportunities to learn these skills with classmates and general education peers are encouraged and planned. “Principle 3 Adopt Instructional Strategies that Make Children Aware of Conflicts and Inconsistencies in Their Thinking” (Driscoll 2007 p. 215). I think this is important for all children, however, with my students I have to be more creative.

Beilin, H. (1992). Piaget’s Enduring Contribution to Developmental Psychology. Developmental Psychology, 28 (2), 191-204. Bentley, M., Ebert, C. Ebert, E.S. (2000). Children’s Cognitive Development and the Learning of Science. In The Natural Investigator A Constructivist Approach to Teaching Elementary and Middle School (pp. 75-77). Belmont, CA: Wadsworth/Thomson Learning. Brooks, J.G. & Brooks, M.G. (1993, 1999) In Search f Understanding The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Driscoll, M. P. (2005). (Chapter 6 Part IV: Learning and Development Cognitive and Knowledge Development & Chapter 11: Constructivism. In Psychology of Learning for Instruction (3rd ed.). (pp. 185-221 & 384-409 & Boston: MA: Pearson Education, Inc. Fogarty, R. (1999, November). Architects of Intellect. Educational Leadership. 57 (3) 76-78. Green, S. K. & Gredler, M. E. (2002). A Review and Analysis of Constructivism for School-Based Practice. School Psychology Review, 31 (1), 53-70. Kamii, C. & Ewing, Basing, J.K. (*****year) Teaching on Piaget’s Constructivism, Childhood Education, 72 (5), 260-264. Marlowe, B.A. & Page, M.L. (2003) Creating and Sustaining the Constructivist Classroom (2d ed.). Thousand Oaks, CA: Corwin Press. Pressley, M. & McCormick, C.B. (2007). Cognitive Development Piaget’s Stage Theory. In Child and Adolescent Development for Educators (pp. 61-91). New York, NY: The Guilford Press. Wadsworth, B. J. (2004). Piaget’s Theory of Cognitive and Affective Development (6th ed.). Boston: Pearson Education, Inc. Warrington, M. A. & Kamii, Constance. (1998). Multiplication with Fractions: A Piagetian, Constructivist Approach. Mathematics Teaching in the Middle School. 3 (5), 339-343. http://www.youtube.com/watch?v=9yhXjJVFA14&feature=related Piaget’s Cognitive States of Development, viewed 11/2/08.

http://www.youtube.com/watch?v=fcjPkPIwsog&feature=related Jean Piaget – Davidson Films, viewed 11/2/08.