Piaget kohlberg erikson gilligan and vygotsky biography
Cognitive Theorists: Piaget, Elkind, Kohlberg, and Gilligan
Jean Piaget: Formal Operational Stage of Cognitive Development
Cognition refers to thinking and memory processes, and cognitive development refers to long-term changes in these processes. One of the most widely known perspectives about cognitive development is the cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget created and studied an account of how children and youth gradually become able to think logically and scientifically. Because his theory is especially popular among educators, we focus on it in this chapter.
Piaget was a psychological constructivist: in his view, learning was proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the main focus of Piaget’s cognitive theory.
As you might remember, Piaget proposed that cognition developed through distinct stages from birth through the end of adolescence. By stages he meant a sequence of thinking patterns with four key features:
They always happen in the same order.
No stage is ever skipped.
Each stage is a significant transformation of the stage before it.
Each later stage incorporated the earlier stages into itself.
Basically this is the “staircase” model of development. Piaget proposed four major stages of cognitive development, and called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Each stage is correlated with an age period of childhood, but only approximately. Formal operational thinking appears in adolescence.
During the formal operational stage, adolescents are able to understand abstract principles. They are no longer limited by what As a follow-up to my blog posts in the Guide Your Child’s Intellectual Development series, I’ve laid out three developmental charts capturing Erik Erikson’s eight stages of emotional development, Lawrence Kohlberg’s three levels of moral development, and Jean Piaget’s four stages of intellectual development. Erik Erikson, the German child psychologist who settled in the United States in the 1930s, came up with the eight psychosocial/emotional stages of development that cover a lifetime. He is also credited with formulating the concept of the adolescent identity crisis. AGE: Birth to 1 year STAGE: Trust vs. mistrust WHAT’S GOING ON WHAT PARENTS CAN DO AGE: 2 – 3 years STAGE: Autonomy vs. shame and doubt WHAT’S GOING ON WHAT PARENTS CAN DO AGE: 4 – 5 years STAGE: Initiative vs. guilt WHAT’S GOING ON WHAT PARENTS CAN DO AGE: 6 – 11 years STAGE: Industry vs. inferiority WHA Social and Moral Development - 1 Social and moral development: ericKSon, marica, KoHlBerG, and GilliGan By Andrew P. Johnson Minnesota State University, Mankato andrew.johnson@mnsu.edu www.OPDT-Johnson.com This is an excerpt from my book: Education Psychology: Theories of Learning and Human Development (2014). National Science Press: www.nsspress.com This chapter examines theories related to personal and moral development. ERIKSON’ STAGE THEORY: 8 STAGES IN LIFE CYCLE Erik Erikson’s psychosocial theory of personal development describes eight stages that humans go through over the course of their lives. At each stage there’s a developmental crisis that must be resolved. The word, crisis used in this context is a psychological task or a long term issue that must be resolved in order for a person to take a significant step forward in his or her development. An unresolved development crisis can delay or impede further development. Erikson’s eight stages are described below. Slightly more emphasis is given to Stages IV and V as these are the ones encountered in most K-12 settings. Stage I. Infancy: Trust vs. Mistrust (ages birth to 1 year). The task at this stage is to develop a general sense of security (ages birth to 1 year). This is based on consistent experience of getting one’s basic needs met (food, warmth, security, etc.). Children whose needs are met by loving, reliable adults are more likely to be happy, secure, and trustful toward others. Stage II. Toddler: Autonomy vs. Shame and Doubt (ages 1 to 3). This is the “I-cando-it stage” , a transition from helpless infant to the exercise of self control and autonomy. The task here is to develop a sense of self-sufficiency. Children should be given problems or tasks that are within their ability to accomplish and should be encouraged to explore and try to things. They should never be made to feel a sense of failure or shame for not being able t .Blog
Three Developmental Charts: Erikson, Kohlberg, and Piaget
ERIKSON’S 8 STAGES OF EMOTIONAL DEVELOPMENT
Children are learning to trust the world. Trust is fostered by consistency, continuity and sameness of experience.
If parents satisfy an infants needs consistently, the child will come to think of the world as safe and their parents as dependable.
Now that children trust their parents, they must exert their independence.
If parents encourage children to do what they can do at their own pace, they develop a sense of autonomy. If parents are impatient or they shame children for unacceptable behavior, self-doubt will develop.
Growing ability to use language and take part in many physical activities sets the stage for initiative which adds to autonomy.
If parents take time to answer questions and give children freedom to explore and experiment, initiative will be encouraged. If children are restricted or made to feel that their questions are a nuisance, they will feel guilty about doing things on their own.SOCIAL AND MORAL DEVELOPMENT: ERICKSON, MARICA, KOHLBERG, AND GILLIGAN