Jean Piaget theory parag

Jean Piaget theory is one of the most important theories of human psychology.

1. GOOD MORNING

2. Theory of Cognitive development by Jean Piaget Dr. Parag S. Deshmukh Ist MDS.

3. Contents: Introduction Classification of psychological theories Cognitive development Stages of cognitive development Contributions of piaget cognitive theory Criticism conclusion References

4. Introduction As the saying goes “body does what mind says, for all behavioral act of a person there is a force behind which is known as mind or psyche. So it is essential on our part to study psychology.”

5. Psychology – Study of human mind and its functions. Psychology is both a field of study and also a means of improving the quality of life ~Kimble 1984 It can be defined as ‘Science dealing with human nature, function and phenomenon of his soul in the main’.

6. For treating a child successfully or to manage a child in a dental setting, we as dentists should have thorough knowledge on personality development of the child . “ Child Psychology ” “ Is the science that deals with the study of child’s mind and how it functions, it also deals with the mental power or an interaction between the conscious and subconscious element in a child”

7. Different Theories Of Psychology Which Have An Application In Dentistry Theories on personality Development Psychoanalytic theory or psychosexual theory by Sigmund Freud Psychosocial theory or Erikson’s model of Personality development Theory on Cognitive Development Cognitive development theory by Jean Piaget

8. Theories on Learning and development of Behavior Classical conditioning by Ivan Pavlov Operant conditioning by B.F. Skinner Social or Observational learning by Albert Bandura Theory of Hierarchy of Needs by Abraham Maslow Other relevant theories Separation-Individuation theory by Margaret S Mahler   Attachment theory – John Bowlby . Theory of moral development – Kohlberg L. Childrenese – Haim Ginott .

9. IMPORTANCE OF KNOWING CHILD PSYCHOLOGY IN DENTISTRY:-

10. Biography Switzerland, on August 9, 1896 Arthur Piaget, was a professor of medieval literature with an interest in local history. Rebecca Jackson, his mother, was intelligent and energetic, but Jean found her a bit neurotic 1918, Piaget received his Doctorate in Science from the University of Neuchâtel

11. He worked for a year at psychology labs in Zurich and at Bleuler’s famous psychiatric clinic In 1919, he taught psychology and philosophy at the Sorbonne in Paris. He died in Geneva, September 16, 1980, one of the most significant psychologists of the twentieth century.

12. Cognitive Development of Children Cognition refers to the mental processes by which knowledge is acquired, elaborated, stored, retrieved, and used to solve problems Cognitive psychologists are also concerned with why one individual differs from another in many of these cognitive processes . Cognition includes processes like perception, thinking, concept formation, abstraction and problem solving.

13. Intelligence Basics of the processes involved in cognition i.e. perception, thinking, abstraction etc. is intelligence. Intelligence is a score derived from an intelligence test. This indicates how the individual’s mental ability compares with that of others of the same development age.

14. Cognition and Age It wasn’t until about the middle of the last century that researchers began to systematically study the cognitive processes of newborns and young infants Newborn can recognize the sound of their mother’s voice and some aspects of their mother’s language. By six months of age they also showed some evidence of conceptual knowledge

15. Jean Piaget’s structural-functional approach –

16. “The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done -- men who are creative, inventive and discoverers.” - Piaget

17. Jean Piaget Research Work Conversation & observation of 3 children and nephew Development of thought process

18. Piaget’s Basic Ideas Of Cognition Genetic Epistemology, “As the study of acquisition, modification and abstract ideas and abilities on the basis of an inherited or biological substrate, an intelligent functioning that makes the abstract thought possible” Epigenesis Every individual is born with the capacity to adjust or adapt to both the physical and socio-cultural environments in which he or she must live.

19. Piaget rejected the idea that learning was the passive assimilation of the knowledge. He proposed that learning is dynamic process comprising successive stages of adaptation to reality. Piaget theory has two main strands: Mechanism by which cognitive development takes place . 4 main stages through which child pass .

20. PIAGET’S VIEW OF COGNITIVE DEVELOPMENT Equilibration schemes Adaptation Organization Equilibrium

21. Equilibration It is a mechanism that Piaget proposed to explain how children shift from one stage of thought to next Eventually, they resolve the conflict and reach a balance or equilibrium of thought For Piaget the motivation for change is an internal search for equilibrium

22. Cognitive Schemes: The structural aspects of intelligence D escribe the models or mental structures, that we create to represent, organize, and interpret our experience A Scheme is a pattern of thought or action that is similar in some respects to what the lay person calls a strategy or a concept. Three kinds of intellectual structures are: Behavioural ( Sensorimotor ) schemes Symbolic schemes Operational schemes

23. Behavioural schemes A behavioural scheme is an organized pattern of behaviour that the child uses to represent and respond to an object or experience. Symbolic Schemes During second year, children reach a point at which they can solve problems and truly “think” about objects and events without having acted on them. Operational Schemes A cognitive operation is the internal mental activity that a person performs on his or her objects of thought to reach a logical conclusion

24. Organization: It is the process by which children combine existing schemes into new and more complex intellectual structures, it takes place internally apart from direct contact with the environment and is both biological and psychological

25. Adaptation : It is the ability of the person to adjust to the environment and to interact with it. Assimilation and Accommodation.

26. Assimilation - From the beginning a child incorporates or assimilates events within the environment into mental categories called cognitive structures. A cognitive structure in this sense is a classification of sensations and perceptions. For ex Bird:- Flying Object Bees:- Look Bird

27. Accommodation: Accommodation occurs when the child changes his or her cognitive structure or mental category to better represent the environment Intelligence develops as interplay between assimilation and accommodation However, the child’s ability to adapt is limited by the current level of development. The notion that the child’s ability to adapt is age related is a crucial concept in Piaget’s theory of development

28. Schemata: Both the processes i.e. assimilation and accommodation are used simultaneously alternately throughout life Through this continuous dual process child is instantly building various hierarchies of related behavior known as schemata. It represents dynamic process of differentiation and organization of knowledge with the resultant evolution of behavior and cognitive functioning appropriate for the age of child.

29. Cognitive development stages:

30. Cognitive development stages: Sensorimotor Period - Infants knowledge of world is limited to their sensory perceptions and motor activities. During the first 2 years of life, a child develops from a newborn infant Simple modes of thought that are the foundation of language develop during this time, Communication is limited because of the child’s simple concepts and lack of language capabilities

31. Age Characteristics Birth – 2 months Simple Reflex Uses inborn motor and sensory reflexes (sucking, grasping, looking) to interact and accommodate to the external world. 2-4 months Primary circular reactions / Habits Children co-ordinates sensation and new schemas. 4-8 months Secondary circular reactions Child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment.

32. 8 months – 1 year Coordination of reactions Child starts to show clearly intentional actions. Children begins exploring the environment around them and will often imitate the observed behaviors of the others. understanding of objects begins. Also begins to recognize certain objects have specific work. 1 year – 18 months Tertiary circulation reaction Period of trial and error experimentation. 18 months – 2 years Early representational thought Children begins to develop symbols to represent events or objects in the world. Begins to move towards understanding the world through mental operations rather than purely through actions. child knowledge develops by: Object permanence, causality and symbolic play.

33. Preoperational Period: Because children above the age of 2 begin to use language in ways similar to adults, it appears that their thought processes are more like those of adults . During the preoperational stage, the capacity develops to form mental symbols representing things and events not present, and children learn to use words to symbolize these absent objects.

34. Egocentrism: A general feature of the thought process and language during the preoperational period is egocentrism Defined as inability to assume another persons point of view. At this stage his own perspective is all that he can manage Features of thought process:

35. Mountain Study

36. Animism giving dental instrument and equipment lifelike names and qualities Handpiece :- “Whistling Willie”

37. Conservation: Piaget found that few children shows any understanding of conservation prior to age of five.

38. Dental staff should use immediate sensations rather than abstract reasoning in discussing concepts like prevention of dental problems with a child at this stage. Excellent oral hygiene is very important when an orthodontic appliance is present “Brushing and flossing remove food particles, which in turn prevents bacteria from forming acids, which cause tooth decay”. “Brushing makes your teeth feel clean and smooth”, and “tooth paste makes your mouth taste good”,

39. Period of Concrete Operations(7 yr – 11 yr ) An improved ability to reason emerges. 8 year old could watch the water being poured from one glass to another, imagine the reverse of that process, and conclude that the amount of water remains the same no matter what size the container is The child’s thinking is still strongly tied to concrete situations, and the ability to reason on an abstract level is limited.

40. By seven or 8 years, most children develop the ability to  conserve  number, length, and liquid volume.   Conservation  refers to the idea that a quantity remains the same despite changes in appearance.

41. Animism declines Children are much more like adults “Now wear your retainer every night and be sure to keep it clean”, “This is your retainer. Put it in your mouth like this, and take it out like that. Put it in every evening right after dinner before you go to bed, and take it out before breakfast every morning. Brush it like this with an old tooth brush to keep it clean”

42. Features of concrete operations: Logic: Children now are fairly good at inductive logic which involves going from a specific experience to a general principal. There is difficulty in using deductive logic which involves using a general principle to determine the outcome of a specific event

43. Reversibility: Here is awareness that actions can be reverse Eg .: child might be able to recognize that his or her dog is a Labrador,that a Labrador is a dog.and that a dog is an animal

44. Period of Formal Operations

45. Aware that others think Experiencing tremendous biologic changes in growth and sexual development They feel as though they are constantly “on stage”, being observed and criticized by those around them “Imaginary Audiences” by Elkind

46. The imaginary audience is a powerful influence on young adolescents The reaction of the imaginary audience to braces on the teeth, of course, is an important consideration to a teenage patient “Others really care about my appearance and feelings as much as I do” “Personal fable

47. Personal Fable “Because I am unique, I am not subject to the consequences others will experience”. Imaginary audience and the personal fable have useful functions in helping us develop social awareness and allowing us to cope in a dangerous environment

48. Clinical Application: Dentistry Accept or reject T/t To wear or not to wear appliance Decalcification of the teeth from poor oral hygiene A teenage patient may protest to his orthodontist that he does not want to wear a particular appliance because others will think it makes him “ look Goofy”

49. logic Deductive logic becomes important during formal operational stage. It requires ability to use general principle to determine specific outcome. This type of thinking is helpful in science and mathematics.

50. Abstract thought The ability to think about abstract concepts emerges. child begin to consider possible outcomes and consequences of actions. Important in long term planning.

51. P roblem solving Ability to systematically solve a problem in logical and methodical way emerges. Child is able to quickly plan an organized approach to solving problem.

52. One role of an effective dental professional is to help teenagers test the reality that actually surrounds them. It is the job of the dentist to carefully evaluate the development of the child, and to adapt his or her language Adage “ different strokes for different folks”

53. Evaluating Piaget’s theory

54. Piaget's focus on qualitative development had an important impact on education. While Piaget did not specifically apply his theory in this way, many educational programs are now built upon the belief that children should be taught at the level for which they are developmentally prepared.

55. Criticism

56. Problems With Research Methods A major source of inspiration for the theory was Piaget's observations of his own three children Well-educated professionals of high socioeconomic status. Because of this unrepresentative sample, it is difficult to generalize his findings to a larger population.

57. Problems With Formal Operations Research has disputed Piaget's argument that all children will automatically move to the next stage of development as they mature. Some data suggests that environmental factors may play a role in the development of formal operations.

58. Underestimates Children's Abilities Most researchers agree that children possess many of the abilities at an earlier age than Piaget suspected. For example, children of this age have some ability to take the perspective of another person, meaning they are far less egocentric than Piaget believed.

59. Q . Is Piaget’s account of cognitive change clear and accurate? Broad transformation in thinking but exactly what the child does to equilibrate is vague On a variety of tasks infants and young children appear more competent than adolescents and adults who appear less competent, than Piaget assumed.

60. Culture and education Culture and education exert a stronger influence on children’s development than Piaget believed.

61. conclusion Dentistry for children can be demanding and frustrating; at the same time, it can be enriching, satisfying, and memorable Child patient management was a concern 30 years ago as well as today Multidisciplinary research that results from combining the wealth of knowledge of both dentistry and psychology significantly helps in modifying behavior management and child development

62. 1.Profitt- textbook of contemporary orthodontics. 2. textbook of craniofacial growth- Shridhar premkumar . 3.Textbook Of Pedodontics Shobha Tendon. 4. Library dissertation on theories of psychology. (department of pedodontics, SPDC) 5.Wikipedia the free encyclopedia.

63. "Children have never been good listeners to their elders, but they never failed to imitate them” ~ James Baldwin thank You wishing you all happy and prosperous new year