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Organization Adaptation
Assimilation Accommodation
Adaptation
Sensorimotor Development
- Infants discover aspects of the world through their sensory
impressions, motor activities & coordination of the two
- Learn to differentiate themselves from the external world
- Form schemas only of objects & actions that are present, things
they can see, hear or touch – slowly learn that objects exist even
when they are not visible (object permanence)
- Gain some appreciation of cause and effect
- They are not yet able to form schemas that are mental
representations of objects & actions
- By the end they begin to experiment, repeating & modifying
actions to see the effects
Preoperational Development
- Start to think in images symbols – but yet to manipulate &
transform information in logical ways
- Able to represent something with something else – language
develop rapidly and able to play games of pretend
- Intelligence is more to intuitive (guesses) – yet to make general
& logical statements
- Reasoning ability of no hands-on experience – often wrong &
bizarre by adult standards
- Mental operation about conservation (the ability to recognise
about properties of substance remain the same – volume,
weight, species
- The concept of reversibility & complimentary is yet to developed
Concrete Operational Development
- Slowly able to understand logical principles that apply to
concrete external objects – mental manipulation & mental
operations
- They can appreciate that certain properties of an object remain
the same despite of changes in appearance – sorting objects
into categories
- Appreciate the perspectives of others – able to think about 2
concepts at the same time (longer & wider, cold & hot)
- They still can only perform the logical operations on real &
concrete objects – not on the abstract concepts, which started
to appear in the formal operational level
Understanding Cognitive Development Through
Information Processing
- Human are like computers (information processer) – gradual
quantitative changes in mental capacities
- Older children can take information and shift their attention
from one task to another more rapidly (Manis, Keating &
Morrison, 1980)
- Becoming selective of what they take in as they learn to focus on
relevant parts of incoming information & ignore the rest (Hagen
& Hale, 1973)
- The attention spans increase in length as the memory storage
capacity improve – ability to receive information improves
Understanding Cognitive Development Through
Information Processing
- Memory storage capacity improvement – related to nature &
maturation of the brain (Case, Kurland & Goldberg, 1982) & also
to nurture such as familiarity
- Great memorisation strategies – the role of schools in educating
the children how to memorise & how to study
- Children gradually develop better remembering skills of more
complex & abstract information
- The memories are more accurate, extensive & well organised –
complete network of facts (more complete mental filing system)
Understanding Cognitive Development Through
Information Processing
In group, discuss and draw a milestone of children cognitive
development based on Piaget’s Cognitive Development Stages
which includes 3 fundamental aspects such as age, achievement &
description as follow: