Perceptual motor stage (0-2 years old)
Feeling, perception, action
It is mainly through exploring the relationship between perception and action to gain action experience and understand the world. The obvious action feature is hand grasping and mouth sucking. At about one year old, children acquire the permanence of objects, that is, remember and save known objects in their brains.
Preoperative stage (2-7 years old)
Thinking is irreversible and rigid, thinking is concrete and intuitive, and everything is self-centered (Sanshan Experiment). Without the concept of conservation, everything is animistic (animism) and the criteria for judging things are limited and start from one dimension.
Specific operation stage (7- 1 1 year)
Thinking is reversible and conservative. Thinking operation must be supported by concrete objects. At first, it had simple abstract thinking, understood principles and rules, but dared not change them.
? Formal operation stage (1 1- 16 years old)
Can solve problems according to logical reasoning, induction and explanation, thinking is reversible, compensatory and flexible, can understand symbols, argots and straight words, and thinking is average.
The Core Concept of Piaget's Cognitive Development
1. architecture
Schema refers to the way individuals perceive, understand and think about the world, and it is a mode of thinking or action.
assimilate
Assimilation means that when an individual feels stimulation, he is brought into the original schema in his mind and becomes a part of himself.
adapt to
Adaptation refers to the process that an organism adjusts its internal structure to adapt to a specific stimulus situation.
balance
Balance is a state of mind. When an individual's existing cognitive structure can match the new experience in the environment, he will feel balanced. On the contrary, it will feel unbalanced, and the unbalanced state will prompt individuals to change their existing cognitive structure in order to achieve a new balance.
In a word, Piaget believes that the essence of human development is to adapt to the environment. In the process of interaction with the environment, through the process of assimilation, adaptation and balance, thinking gradually matures.
Four factors affecting development
1. Mature
Maturity refers to the growth of the body, especially the maturity of the nervous system and endocrine system, which provides a physiological basis for cognitive development. Piaget believes that maturity mainly reveals new possibilities, which is only a necessary condition for the emergence of certain behavior patterns. How to turn the possibility into reality depends on personal experience and practice.
2. Practice and experience
Piaget divides experience into physical experience and logical mathematics experience. The so-called physical experience refers to the experience gained by individuals through dealing with objects, such as the size and weight of objects. The experience of logical mathematics is based on the action imposed on the object, which is abstracted from the action and its relationship. For example, children in a specific operation stage have acquired the ability of logical thinking. It can be found from experience that the sum of a group of objects (such as the number of pebbles) has nothing to do with the spatial arrangement position of each component (such as pebbles) in this group of objects, and has nothing to do with the counting order. 3. Social experience
Social experience refers to the communication between people and the transmission of social culture in the social environment, mainly involving education, learning and language. Social environment can accelerate or hinder the individual's cognitive development. If it is to play a role in the development of the subject, it must be based on assimilation by the subject.
4. Balance (with automatic adjustment balance process)
The balance process of self-regulation plays a key role after cognitive development. The specific model is that when an individual's existing schema or cognitive structure can assimilate new knowledge and experience, he will feel psychological balance. When an individual's existing schema or cognitive structure cannot assimilate new knowledge and experience in the environment, it will produce a feeling of psychological imbalance. As a result of psychological imbalance, individuals have a self-regulating internal driving force, which drives them to change and adjust the existing schema or cognitive structure, accommodate new knowledge and experience, and absorb new knowledge and experience after adjustment, thus achieving a new balance.
Preschool Education Based on Cognitive Development Theory
1. Teachers should adapt to children's cognitive development order.
2. Consciously cultivate children's spirit of active exploration.
3. Don't overprotect, let children participate in practical activities.
4. Actively cultivate children's interpersonal skills.
5. Make games the main activity of children's childhood.
Let games become the main activities of children's childhood.
More patience-waiting for growth
Greater mind-accept tolerance and acceptance
A better way-help and motivation
A better mood-observation and appreciation
Put aside the details and pay attention to the whole, enjoy the present and wait for the flowers to bloom.
Piaget's theory on the continuity and stages of children's cognitive development shows people a rich, complex and regular world of children's psychological development, reveals the general model of children's cognitive development, and provides theoretical basis for educators to better understand children and promote their cognitive development.
Piaget described the whole process of children's cognitive development through some classic concepts in his cognitive development theory, which not only revealed some laws of individual psychological development, but also confirmed the initiative and endogeneity of children's psychological development.
According to Piaget's cognitive development theory, children at different stages of cognitive development, even at the same stage of cognitive development, have great differences in age, which provides a theoretical basis for teaching students in accordance with their aptitude in education and teaching practice.