Jean piaget biography and theory of evolution

After Piaget was director of research, assistant director, and then codirector at the Jean Jacques Rousseau Institute, later part of Geneva University, where he was the professor of history in scientific thought — In he founded the Center for Genetic Epistemology in Geneva with funds from the Rockefeller Foundation, and in he founded and became director of the Institute for Educational Science in Geneva.

Piaget found four stages of mental growth while studying children, particularly his own: a sensory-motor stage, from birth to age two, when mental structures concentrate on concrete or real objects; a pre-operational stage, from age two to seven, when children learn symbols in language, fantasy, play, and dreams; a concrete operational stage, from age seven to eleven, when children master classification, relationships, numbers, and ways of reasoning arguing to a conclusion about them; finally, a formal operational stage, from age eleven, when they begin to master independent thought and other people's thinking.

Piaget believed that children's understanding through at least the first three stages differ from those of adults and are based on actively exploring the environment surroundings rather than on language understanding. During these stages children learn naturally without punishment or reward. Piaget saw nature heredity, or characteristics passed down from parents and nurture environment as related and equally as important, with neither being the final answer.

He found children's ideas about nature neither inherited passed down from parents nor learned but constructed from their mental structures and experiences. Mental growth takes place by integration, or learning higher ideas by absorbing lower-level ideas, and by substitution, or replacing early explanations of an occurrence or idea with a more reasonable explanation.

Children learn in stages in an upward spiral of understanding, with the same problems attacked and solved more completely at each higher level. Harvard psychologist Jerome Bruner — and others introduced Piaget's ideas to the United States aroundafter his books were translated into English. The goal of American education in the late s, to teach children how to think, called for further interest in Piaget's ideas.

His defined stages of when children's concepts change and mature came from experiments with children. These ideas are currently favored over the later developed stimulus-response theory to excite in order to get response of behaviorist doctors who focus on the behaviors of their subjects psychologists, who have studied animal learning.

The American Journal of Psychology. Retrieved on 26 February American Psychologist. His sense of humor throughout the conference was a sort of international glue that flavored his lectures and punctuated his informal conversation. To sit at the table with him during a meal was not only an intellectual pleasure but a pure social delight.

Piaget was completely unsophisticated in spite of his international stature. We could hardly believe it when he came prepared for two weeks' stay with only his 'serviette' and a small Swissair bag. An American would have had at least two large suitcases. When Piaget left Berkeley, he had his serviette, the small Swissair bag, and a third, larger bag crammed with botanical specimens.

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Jean piaget biography and theory of evolution

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Over the course of his six-decade career in child psychology, Piaget also identified four stages of mental development. The first is called the "sensorimotor stage," which involves learning through motor actions and takes place when children are 0—2 years old. During the "preoperation stage," children aged 3—7 develop intelligence through the use of symbolic language, fantasy play and natural intuition.

During the "concrete operational stage," children 8—11 develop cognitively through the use of logic that is based on concrete evidence. Piaget called his collective theories on child development a "genetic epistemology. Piaget died of unknown causes on September 16,in Geneva, Switzerland. He was 84 years old. Piaget is responsible for developing entirely new fields of scientific study, having a major impact on the areas of cognitive theory and developmental psychology.

Piaget was the recipient of an array of honorary degrees and accolades, including the prestigious Erasmus and Balzan prizes. Piaget called the process of assimilation and accommodation, adaptationwhich is just another way to describe learning. Unlike BehavioristsPiaget saw adaptation as a biological process. All living things adapt, whether plant or animal.

Assimilation and accommodation work together, each affecting the other to progress the understanding of our environment and how we navigate through it. By working in tandem, these forces seek to balance the organization of the mind with the environment. Achieving a balance indicates that the individual has a firm understanding of their world.

This balanced state is, Piaget called, equilibrium. In his observation of children, Piaget noticed a pattern. Sometimes assimilation was the driver, while other times, it was accommodation. There were also intervals of relative equilibrium. He recognized a similarity in when and how these assimilation, accommodation, and equilibrium intervals appeared among all his test subjects.

With this information, he developed the idea of stages of cognitive development. This concept influenced the foundation of child psychology. Cultural expectations of age-appropriate behaviors vary widely. Therefore these age ranges are only approximate. From birth to 2 yearsinfants begin with the awareness of their immediate surroundings. Focusing on what they see and do with no understanding of consequences.

From 2 years to 7 years oldyoung children develop the ability to think about abstract concepts. Language continues to mature. They use memory and imagination to help them with the concepts of the past, present, and future. They engaged in make-believe play. From age 7 to 11 yearschildren show logical and concrete reasoning. Thinking becomes less egocentric, and their awareness of external events advances.

Begin to Understand the concept of internal thoughts and feelings as personal and possibly not part of reality. From 11 years old and onadolescents can apply symbols to abstract concepts like math and science. They employ systematic thinking to postulate theories and consider possibilities. They can understand abstract relationships and concepts such as justice.

Through his ingenious and revealing questions posed to his own children and others, Piaget developed his conclusions about child development. He devised simple problems for children to consider. He then analyzed their responses, sometimes mistaken, and formed a picture of their way of viewing the world 6.