Piaget
Piaget is a constructivist.
He has three child development theories – moral development, 4 stages of cognitive development, and
schemas.
Ø Moral development: Piaget stated that moral development happens in stages as well as cognitive
development. The stages of moral development are as follows:
§ Pre-moral (0-4 years): children in this stage are learning about right and wring through the
use of their own actions and by considering what effect it will have on the adult in the area.
§ Moral realism (4-7 years): in this stage, children’s moral development is greatly influenced
by the adults in their life.
§ Moral relativism (7-11 years): children are preoccupies with justice and doing the right
thing.
Ø 4 cognitive stages of development:
§ Sensorimotor stage (0-2 years)
§ Pre-operational stage (2-7 years)
v Egocentrism: where the child only sees things from their perspective. They
don’t consider anyone else’s views (experiment with the mountain).
§ Concrete operational (7-11 years)
§ Formal operational (11-15 years)
Ø Schemas: A schema is a term that is used to describe how children construct or build on their
thoughts or knowledge.
§ Assimilation: The child constructs a theory or schema
§ Equilibrium: the child’s knowledge fits into their schema
§ Disequilibrium: an experience occurs that doesn’t fit into their schema
§ Accommodation: the child changes their original schema to include the new information
v Children develop their thoughts according to their experiences
v Children’s learning passes through distinct stages
v Children’s language supports their cognitive development
, Athey
“A schema, therefore, is a pattern of repeatable behaviour which experience are assimilated and that are
gradually co-ordinated. Co-ordinations lead to higher-level and more powerful schemas”
This statement is one from Athey – he delved deeper into the study of schemas picking up from
Piaget.
According to Athey, children go through stages of interests of different schemas and use this in their play
and speech in order to build on their knowledge and experiences.
Levels of schemas –
Motor level – children use physical movement
i.e. runs with arms out
Symbolic representation – children give meaning to the schema
i.e. pretend to be an aeroplane
Functional dependency relationship – children relate their schema to other things
i.e. watching insects flying, kites
Thought: children use the schema to explain things
i.e. “you’re paper aeroplane won’t work – there’s no wings”
Types of schemas –
1. Spontaneous or child-initiated play gives children the opportunity to develop their
interests/schemas
2. EYPs should closely observe play in order to develop new activities to engage the children
incorporating their preferred schema
3. EYPs should work closely with parents in order to give examples of appropriate play
4. Play supports all areas of development, particularly cognitive skills
5. Play allows children to build on their cognitive function by repeating actions reusing skills already
learnt. This leads to higher cognitive development
Types of curriculum schemas –
1. Transporting
2. Enveloping
3. Enclosing
4. Trajectory
5. Rotation
6. Transforming
7. Connecting
8. Positioning
9. Orientating
, Skinner
Skinners theory is the ‘Operant conditioning theory’.
Positive reinforcement = positive behaviour continued
Negative reinforcement = negative behaviour discontinued
Skinner believed that if children were rewarded for good and positive behaviour with positive
reinforcements, they would continue to show this behaviour.
He also stated that punishments and consequences given to children when they are showing negative
behaviour will deter them from carrying out that behaviour again.
Types of positive reinforcements –
Primary reinforcements – stickers for their jumpers, verbal praise, dojo’s, seeing the headteacher for
good work/behaviour
Secondary reinforcements – sticker charts, dojo reward for reaching a certain amount, celebration
assembly (must show good behaviour all week to be chosen)
Types of negative reinforcements –
- 123 magic
- loss of breaktime/lunchtime
- going to the headteacher
- phone call home
- exclusion (in extreme circumstances but has happened)
Piaget is a constructivist.
He has three child development theories – moral development, 4 stages of cognitive development, and
schemas.
Ø Moral development: Piaget stated that moral development happens in stages as well as cognitive
development. The stages of moral development are as follows:
§ Pre-moral (0-4 years): children in this stage are learning about right and wring through the
use of their own actions and by considering what effect it will have on the adult in the area.
§ Moral realism (4-7 years): in this stage, children’s moral development is greatly influenced
by the adults in their life.
§ Moral relativism (7-11 years): children are preoccupies with justice and doing the right
thing.
Ø 4 cognitive stages of development:
§ Sensorimotor stage (0-2 years)
§ Pre-operational stage (2-7 years)
v Egocentrism: where the child only sees things from their perspective. They
don’t consider anyone else’s views (experiment with the mountain).
§ Concrete operational (7-11 years)
§ Formal operational (11-15 years)
Ø Schemas: A schema is a term that is used to describe how children construct or build on their
thoughts or knowledge.
§ Assimilation: The child constructs a theory or schema
§ Equilibrium: the child’s knowledge fits into their schema
§ Disequilibrium: an experience occurs that doesn’t fit into their schema
§ Accommodation: the child changes their original schema to include the new information
v Children develop their thoughts according to their experiences
v Children’s learning passes through distinct stages
v Children’s language supports their cognitive development
, Athey
“A schema, therefore, is a pattern of repeatable behaviour which experience are assimilated and that are
gradually co-ordinated. Co-ordinations lead to higher-level and more powerful schemas”
This statement is one from Athey – he delved deeper into the study of schemas picking up from
Piaget.
According to Athey, children go through stages of interests of different schemas and use this in their play
and speech in order to build on their knowledge and experiences.
Levels of schemas –
Motor level – children use physical movement
i.e. runs with arms out
Symbolic representation – children give meaning to the schema
i.e. pretend to be an aeroplane
Functional dependency relationship – children relate their schema to other things
i.e. watching insects flying, kites
Thought: children use the schema to explain things
i.e. “you’re paper aeroplane won’t work – there’s no wings”
Types of schemas –
1. Spontaneous or child-initiated play gives children the opportunity to develop their
interests/schemas
2. EYPs should closely observe play in order to develop new activities to engage the children
incorporating their preferred schema
3. EYPs should work closely with parents in order to give examples of appropriate play
4. Play supports all areas of development, particularly cognitive skills
5. Play allows children to build on their cognitive function by repeating actions reusing skills already
learnt. This leads to higher cognitive development
Types of curriculum schemas –
1. Transporting
2. Enveloping
3. Enclosing
4. Trajectory
5. Rotation
6. Transforming
7. Connecting
8. Positioning
9. Orientating
, Skinner
Skinners theory is the ‘Operant conditioning theory’.
Positive reinforcement = positive behaviour continued
Negative reinforcement = negative behaviour discontinued
Skinner believed that if children were rewarded for good and positive behaviour with positive
reinforcements, they would continue to show this behaviour.
He also stated that punishments and consequences given to children when they are showing negative
behaviour will deter them from carrying out that behaviour again.
Types of positive reinforcements –
Primary reinforcements – stickers for their jumpers, verbal praise, dojo’s, seeing the headteacher for
good work/behaviour
Secondary reinforcements – sticker charts, dojo reward for reaching a certain amount, celebration
assembly (must show good behaviour all week to be chosen)
Types of negative reinforcements –
- 123 magic
- loss of breaktime/lunchtime
- going to the headteacher
- phone call home
- exclusion (in extreme circumstances but has happened)
