Assimilation and Accommodation Essay

Assimilation and Accommodation jean Piaget viewed cerebral growth as a process of adaptation ( version) to the world. This happens through * Assimilation, which is employ an existing come forwardline to big money with a reinvigorated object or situation. * Accommodation this happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. * Equilibration occurs when a childs schemas can deal with most new information through assimilation. However, a state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation) . Equilibration is the force which drives the nurture process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge. (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it.ExampleA 2 year old child sees a m an who is bald on top of his head and has long terse hair on the sides. The child will assimilate the man as a jackass. This is assimilation. And when the father explain to his son that the man was not a clown and that even though his hair was like a clowns, he wasnt wearing funny costume and wasnt doing social function to make people laugh. This is accommodation. And with this new knowledge, the boy is able to change his schema of clown and make this idea fit better to a quantity concept of clown. According to Piaget, teaching can support these development processes by stages of Development. A childs cognitive development is about a child developing or constructing a mental model of the world. Jean Piaget was interested both in how children learnt and in how they thought. Piaget studied children from infancy to adolescence, and carried out many of his own investigations using his three children. He used the interest research methods Naturalistic observation Piaget made detaile d observations of children, and from these he wrote daybook descriptions charting their development. He also made Clinical interviews and observations of older children who were able to watch questions and hold conversations. Piaget believed that children think differently than adults and stated they go through 4 universal stages of cognitive development.* Sensorio-motora desde el nacimiento hasta los 2 aos aproximadamente. En esta etapa se caracteriza al nio como extremadamente egocntrico, donde no comprende el mundo de otra forma que no sea su propio punto de vista. El desarrollo principal en esta etapa es el entendimiento de que los objetos existen independientemente de su relacin con el objeto (permanencia del objeto), es decir que el nio es capaz de mantener una imagen mental de una persona u objeto a pesar de no estar presente o visible. En esta etapa los bebs aprenden principalmente a travs del ensayo y error. El objetivo de Piaget era investigar a qu edad los nios adquiran esta permanencia del objeto. El mtodo que uso fue esconder un juguete debajo de una sbana y ver si el nio buscaba el objeto escondido. Esta bsqueda del objeto era una prueba de la permanencia del objeto. Piaget supuso que el nio solo poda buscar el objeto escondido si tiene una representacin mental de l.* Etapa Pre-operacional desde los 2 a 7 aos aproximadamente. En esta etapa los nios desarrollan gradualmente el uso del lenguaje y la capacidad para pensar en forma simblica. Sus pensamientos en esta etapa suelen ser egocntricos. Egocentrismo hace referencia la incapacidad del nio de ver una situacin desde otro punto de vista que no sea el de l mismo. Segn Piaget, un nio egocntrico supone que las personas ven, escuchan o sienten lo mismo que l. Piaget quiso descubrir a qu edad los nios dejan de tener esta actitud.* Operaciones Concretas desde los 7 a 11 aos aproximadamente. En esta etapa el nio es lo suficientemente maduro para pensar lgicamente en operaciones unidireccionales. Pero pueden aplicar la lgica slo con objetos fsicos. Los nios se vuelven menos egocntricos y entienden las leyes de conservacin, esto significa que comprenden que aunque la apariencia de un objeto cambie, no significa que cambie el objeto en s. * Operaciones Formales desde los 11 aos hasta la adultez. Cuando los adolescentes entran en esta etapa adquieren la capacidad de pensar de manera abstracta, de combinar clasificar los elementos de una manera ms sofisticada, y la capacidad de razonamiento de orden superior. Adems desarrollan una identidad y se muestran ms interesados en temas sociales.