Question

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There's a lot here and it's fascinating. I thought we'd try to look at specific people's theories to organize it all and help make sense of it. We’ll start with the giant of developmental psychology: Jean Piaget.

Piaget originally studied epistemology (the origins of knowledge) through intelligence tests. He saw that different aged children answered questions differently – he became especially interested in incorrect answers. He studied his own three children through the clinical method, a flexible, open-ended question-and-answer technique he used to discover how children of different ages solved various problems and thought about every-day issues.

Piaget recognized children are active explorers constantly challenged by novel stimuli and events, who try to make them fit what they already know. When the world fits what is inside a child’s mind, Piaget said that child was in a state of equilibrium, a balanced, harmonious relationship between the child’s thought processes and the environment. Now, sometimes it doesn’t fit, and it’s then, when that balance is threatened that children (and all of us) learn.

That’s because imbalances prompt us to make mental adjustments enabling us to cope with puzzling new experiences. Do you see this is an interactionist model? We actively construct understanding through interactions in the world. When we are in disequilibrium we have to make everything balance again somehow, so we either assimilate (make it fit our existing model somehow, as when a child might initially think any building is a house) or accommodate (modify existing structures to account for new experiences, as when the child comes to understand that a store is a special kind of building different from a house). So….

Suppose a child sees someone release a helium balloon for the first time, and stands there looking up in wonder. What's going on in the child’s mind according to Piaget in terms of assimilation and accommodation? What kinds of thoughts would point to one or the other? (For example, a girl might think a bird grabbed it by a long string and took it up into the sky.) What if the child says the sun is hiding because it’s angry? What’s happening? Give some examples of both assimilation and accommodation.

Review the discussion of object permanence. Object permanence was used to show babies have an understanding of basic physics -- In Luo, Kaufman and Baillargeon’s (2009) innovative research on infants’ understanding of physics, they engineered an impossible event where a baby saw a car move through a wall unharmed and was surprised. How might the baby have responded with accommodation? How about with assimilation?

Give examples of egocentrism in children and adults.

Answer 1

We will discuss the question,s important point in a step wise manner so it become easier to understand.....

Assimilation :-- By which a schema in Piagetian theory is cosidered to develo.

Accommodation :--   When new information is fitted into existing schema and so can be understood in relation to earlier learning, in simple means learned and understood.

JEAN PIAGET :-- He believed that all childrens develop according to four stages based on how they see

the world.   

1. SENSORY- MOTOR (Birth to 2 years)

2. PREOPERATIONAL PERIOD (2 to 7 years)

3. CONCRETE OPERATIONAL PERIOD (7 to 11 years)

4. FORMAL OPERATIONAL (11 to 15 years).

IN first stage that is sensory- motor period at the age of ,or after 8 months ,the Phenomenan developes called as OBJECT PERMANENCE OR PERSON PERMANENCE. In object permanence the child learnes that an object or person continues to exists even when not in sight.

ACCOMMODATION AAS IMİLLATION CHILD HAS FOUR-LEsED UR-LEGGEN Child Caltod Doq4y

Review of object permanence with the help of example, If you place a colour ball under a cup , the child who has achieved object permanence knows it is there and can actively seek it. At the beginning of this stage the child behaves as if the colour ball had simply disappeared.

Piaget thought these as processes---- assimilating and accommodating knowledg both are interactive (one affecting the other) and capable of overlapping. When a child encounters stimuli without assimilating or accommodating it–or without being capable of assimilating or accommodating it– he fails to “understand.” Whatever new idea they encountered will either have to be further parsed and analyzed, or discarded.

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