Accommodating existing schemas piaget

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His theories pertaining to the acquisition and processing of knowledge are helpful in understanding the ways in which trauma survivors process the events and emotions surrounding aversive lifetime experiences.

(The following outline of his key concepts has been taken from the following website the work outlined below should be attributed to it’s author Kendra Cherry) Schemas – A schema describes both the mental and physical actions involved in understanding and knowing.

Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development.

His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

Piaget believed that children took at active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world.

As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.

Piaget's second principle, organization, refers to the nature of these adaptive mental structures.

Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old.

His early exposure to the intellectual development of children came when he worked as an assistant to Albert Binet and Theodore Simon as they worked to standardize their famous IQ test.

If the child’s sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs.

Suppose then that the child encounters a very large dog.

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