PSY 390 Chart+of+Piaget - Week 5 Ind. Paper
PSY 390 Chart+of+Piaget - Week 5 Ind. Paper fin571
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This 0 page Study Guide was uploaded by an elite notetaker on Tuesday November 10, 2015. The Study Guide belongs to fin571 at Kaplan University taught by in Fall 2015. Since its upload, it has received 24 views.
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Date Created: 11/10/15
Chart of Piaget s Stages of Development Name of Stage Age Range of Stage Tasks Associated with Stage Sensorimotor Stage Birth to about Two Years During this stage children have no words for objects Therefore to them objects don t exist when they are not dealing directly with them At the end of this stage however children begin to develop the concept of object permanence meaning they realize that objects do exist when they are not experiencing them During this stage children are egocentric and see themselves as a frame of reference Preoperational Thinking about Two to Seven Years This stage is divided into two subdivisions preoperational thinking two to four years and intuitive thinking four to seven years During the preoperational thinking stage children begin to classify objects in specific classes in regards to their similarity However they are often mistaken because of their concept For example all men are daddy and all women are mommy would be a false classification During the intuitive thinking stage children begin to problem solve intuitively rather than logically The most striking characteristic of the child s thinking during this stage is his or her failure to develop conservation Conservation is defined as the ability to realize that number length substance or area remains constant even though they may be presented to the child is a number of different ways Olson amp Hergenhahn 2009 During this stage children are unable to mentally reverse cognitive operations Concrete Operations about Seven to Eleven or Twelve Years During this stage children are able to develop the ability to deal with certain classes For example they are able to arrange items from smallest to largest and largest to smallest At this stage one is able to solve complex problems as long as they are concrete I have noticed that during this stage children really start to form their own opinion of situations and people Formal Operations about Eleven or Twelve to Fourteen or Fifteen years During this stage one is able to deal with hypothetical operations not just concrete ones In other words they are able to think of an outcome in their mind even if it won t or hasn t happened During this stage one s though process doesn t completely rely on what is real or immediate Reference Olson M H amp Hergenhahn BR 2009 An Introduction to Theories of Learning University of Phoenix Custom Edition e Text Pearson Education Inc Retrieved from University of Phoenix PSY39O Learning and Cognition website
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