Piaget’s Stages of Cognitive Development - Early Childhood Ireland

Support material for Education & Care in the Early Years, Third Edition

By Josephine Donohoe and Frances Gaynor

To help learners link observations to Child Development theories:

Piaget's Stages of Cognitive Development:

Age

Stage

Behaviours

Role of Adult

Birth-18 months Sensorimotor

Learn through reflexes Learn through senses Manipulate materials

Keep babies safe and interested Respond reassuringly to separation anxiety

18 mnths-6yrs

Preoperational Form ideas based on perception Can only focus on one variable at a time Overgeneralise based on limited experience Are egocentric

Provide large blocks if free play time Provide real world experience Plan open ended activities Ask open ended questions

Support material for Education & Care in the Early Years, Third Edition

By Josephine Donohoe and Frances Gaynor

Erikson's Stages of Psychosocial Development:

Age Stage

0-1 year Trust vs. mistrust

Strength

Hope

1-3 years Autonomy vs. Shame Willpower and Doubt

3-6 years Initiative vs. Guilt

Purpose

Adult role

Hold babies close during feeding Give comfort Support attachment Primary caregiver/keyworker

Giving children simple choices Not giving false choices Being clear , consistent and reasonable Accepting swings from independence to dependence

Encourage independence Focus on gains not on failures Set expectations with abilities Curriculum focus should be on doing and on real things

Support material for Education & Care in the Early Years, Third Edition

By Josephine Donohoe and Frances Gaynor

Maslow's Hierarchy of Needs:

Physiological Needs

Food, drink, oxygen, temperature control, elimination , rest, activity, sex.

To provide adequate food, shelter etc

Safety Needs

Protection from potentially dangerous objects or Importance of routine and familiarity situations;

The threat can be physical or psychological

Love and Belongingness Receiving and giving love and affection; Trust and acceptance

Being part of a family, group; parents giving unconditional love

Esteem Needs

Self esteem and self respect; the esteem and respect of others;

A sense of competence

Praise, encouragement; age appropriate activities

Cognitive Needs

To gain knowledge and understanding, need to find meaning ; curiosity, predictability, exploration

Aesthetic Needs

Beauty and Art; symmetry, balance, order, form

Self Actualisation

Becoming everything one is capable of; fulfilling potential

Support material for Education & Care in the Early Years, Third Edition

By Josephine Donohoe and Frances Gaynor

Behaviourist and Social Learning Theories:

Classical Conditioning

Instrumental/Operant learning

Social Learning Theory

Pavlov

Skinner

Bandura

Something happens first-

The dog associates the sound of the bell with food-

He learns to anticipate as soon as the bell rings

Aversion therapy

Person must do something to make

Imitation, reinforcement, and role

something else happen;

modelling are essential to learning

The rat runs around and food falls at acceptable behaviour.

certain times. As time goes on he learns When we strongly identify with a person

that the food falls when he steps on a we are inclined to copy them

particular spot.

Positive reinforcement

Support material for Education & Care in the Early Years, Third Edition

By Josephine Donohoe and Frances Gaynor

Education Theorists:

John Dewey Maria Montessori

Lev Vygotsky

Stimulate the child's powers through social system; start where the child interests lie;

Teachers must be sensitive to home and family life.

Observation; plan a purposeful curriculum (it's fun is not enough);make sense of the world for the child; organisation and documentation is important

Provide real but child centred environments;

Order and accessibility;

Create beauty and order

Develop competency and an ability to take responsibility

Allow children `freedom to learn' rather than `teach' them

Provide a structured, safe and stimulating environment with real tools;

Observe children carefully and regularly-listen and learn

Allow children provide ideas for the curriculum

Zone of proximal development-that is the distance between the most difficult task a child can do alone and the most difficult task he can do with help;

Observation essential to provide curriculum that will stretch the child; provide support (scaffold); encourage conversation; provide opportunities for children to work to-gether;

Scaffolding;personal and social experience cannot be separated. Language development and social interaction are essential to learning

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