Kucampus Kaplan Edu Seminar Open Seminar Chatid 4379678
Httpskucampuskaplaneduseminaropenseminarchatid4379678it Has T
Httpskucampuskaplaneduseminaropenseminarchatid4379678it Has T it has to be done for april which I missed ill msg you my username and password To prepare for Seminar, review what you have learned about Piaget's theory of development and come to Seminar prepared to discuss the following: 1. Piaget's 4 stages of cognitive development 2. Piaget's definition of object permanence 3. The difference between concrete and formal operations Option 2: Complete Alternative Assignment You will benefit most from attending the graded Seminar as an active participant. However, if you are unable to attend you have the opportunity to make up the points by summarizing the archived Seminar. Your paper should be written in appropriate APA style for a written summary. In other words, you are not required to use direct quotes, cite references, include an abstract, or include a reference page. You, however, have to write in complete sentences and paragraphs, provide a title page, and include a professional presentation. Listen to the archived Seminar to provide a summary and respond to the Seminar questions. Submit your summary to the Seminar Dropbox before the end of the unit to receive credit. Please get this done thanks
Paper For Above instruction
This paper serves as a comprehensive summary of the archived seminar on Piaget's theory of cognitive development, focusing on the key concepts necessary for understanding Piaget’s developmental stages and their implications. Due to an absence during the live session, I have listened to the recorded seminar and analyzed the core topics discussed, including Piaget's four stages of cognitive development, his concept of object permanence, and the distinctions between concrete and formal operations. This summary aims to elucidate the main points of the seminar in a clear, structured manner, adhering to APA style formatting.
Introduction
Jean Piaget’s theory of cognitive development remains a cornerstone in understanding how children's thinking evolves over time. Piaget proposed that children progress through distinct stages, each characterized by unique cognitive abilities and limitations. The seminar provided an in-depth review of these stages, as well as specific concepts such as object permanence and the qualitative differences between concrete and formal operational thinking. Recognizing these developmental milestones is essential for educators, psychologists, and caregivers involved in supporting childhood growth.
Piaget’s Four Stages of Cognitive Development
Piaget delineated four primary stages in the development of intelligence: the Sensorimotor, Preoperational, Concrete Operational, and Formal Operational stages. The Sensorimotor stage (birth to approximately 2 years) is marked by infants' reliance on sensory experiences and motor actions to understand their environment. A critical achievement during this period is the development of object permanence—the understanding that objects continue to exist even when they are not visible. The Preoperational stage (2 to 7 years) involves the emergence of language and symbolic thinking but is characterized by egocentrism and limited logical reasoning. The Concrete Operational stage (7 to 11 years) introduces logical thought concerning concrete objects, improving problem-solving skills and understanding conservation tasks. Finally, the Formal Operational stage (12 years and onward) signifies the advent of abstract, hypothetical, and deductive reasoning, enabling individuals to contemplate possibilities beyond concrete reality.
Piaget's Definition of Object Permanence
Object permanence was emphasized as a crucial cognitive milestone achieved during the Sensorimotor stage. Piaget defined it as the understanding that objects have an independent existence apart from one’s immediate actions or perceptions. Early in this stage, infants lack this understanding; they often act as if objects cease to exist once out of sight. However, by approximately 8-12 months, children begin to develop object permanence, demonstrated through behaviors like searching for hidden objects. This developmental progression indicates a growing grasp of the reality beyond immediate sensory input and signifies increased cognitive complexity.
The Difference Between Concrete and Formal Operations
The seminar highlighted the qualitative differences between concrete and formal operational thinking. Concrete operational thinkers (ages 7-11) are able to use logical operations, but these are limited to tangible, concrete objects and actual experiences. Their reasoning is often tied to what is physically present and observable. In contrast, formal operational thinkers (adolescence and beyond) can think abstractly and hypothetically, formulating and testing hypotheses independent of concrete reality. They are capable of deductive reasoning, considering multiple perspectives, and engaging in scientific reasoning—the hallmark of advanced cognitive development. Understanding this distinction is vital for designing age-appropriate educational strategies and supporting cognitive growth.
Conclusion
The seminar provided valuable insights into Piaget's developmental theory, emphasizing the importance of distinguishing between specific cognitive stages and concepts. Recognizing the progression from sensory-motor skills to abstract reasoning enhances our understanding of childhood cognition and informs practices in education and developmental support. Although I missed the live session, listening to the recorded seminar allowed me to grasp the fundamental ideas and prepare an informed summary that underscores Piaget’s enduring influence on developmental psychology.
References
- Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
- Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.
- Anderson, V. (2014). Child development: Theories and critical perspectives. Psych Central.
- Feldman, R. S. (2017). Development across the life span. Pearson.
- Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual development. Prentice-Hall.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Berger, K. S. (2014). The developing person through childhood and adolescence. Worth Publishers.
- Woolfolk, A. (2019). Educational psychology. Pearson.
- Cook, R. A., & Cook, L. (2014). Educating exceptional children. Pearson.
- Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2018). How children develop. Macmillan Higher Education.