Nama : M.

Nor Rifani NPM : 1211305214401155

Piaget's Theory of Development Jean Piaget , designing models that describe how people understand their world by collecting and organizing information . According to Piaget , as quoted by Woolfolk (2009 ) cognitive development is affected by maturation ( maturity ) , activity and social transmission . Maturation or maturity -related biological changes associated genetik.Aktivitas programmed with the ability to deal with environmental and social darinya.Transmisi learning related to the interaction with the people around and learn from it .

A. Phase - phase of development Piaget divided cognitive development of children into 4 main periods that correlate with and increasingly sophisticated with age : 1 . Sensorimotor period ( age 0-2 years ) 2 . Preoperational period ( 2-7 years old ) 3 . Concrete operational period ( ages 7-11 years ) 4 . Formal operational period ( ages 11 years to adult )

1 . sensorimotor period According to Piaget , infants born with some innate reflexes as well as encouragement to explore his world . Scheme was initially formed through differentiation of congenital tersebut.Periode sensorimotor reflex is the first period of the four periods . Piaget argues that this stage marks the development of skills and understanding spatial / perceptual importance in six sub - stages :

a. Sub - stage reflex scheme , appearing at birth until the age of six weeks and is associated primarily with reflex . b . Sub - stage primary circular reactions phase , from the age of six weeks and months sampaiempat associated particularly with the advent of habits . c . Sub - stages of secondary circular reactions phase , appearing between the ages of nine months and empatsampai associated primarily with the coordination antarapenglihatan and meaning . d . Sub - stage coordination secondary circular reactions , emerged from usiasembilan to twelve months , while the development of the ability to see objects as something permanent though it looks different when viewed from different angles ( object permanence ) .

Nama : M. Nor Rifani NPM : 1211305214401155

e . Sub - stage tertiary circular reactions phase , appearing at the age of twelve to eighteen months and is associated primarily with the discovery of new ways to achieve goals . f . Early stages of the sub - symbolic representations , associated primarily with the early stages of creativity .

2 . preoperational stages This stage is the second stage of the four stages . By observing the order of play , Piaget was able to demonstrate that the age of two years after the end of a qualitatively new kind of psychological functioning appears . Thought ( Pre ) operations in Piaget's theory is the procedure for performing a mental act against the object - objek.Ciri of this stage is a rare mental operations and not logically memadai.Dalam this stage , children learn to use and represent objects by images and words . Thinking is still egocentric : child difficulty to see the perspective of others. Child can classify objects using one characteristic , such as collecting all the red objects although different shape or round object while collecting all the different colors . According to Piaget , the pre - operational stage following the sensorimotor stage and appear between the ages of two to six years . In this stage , children begin to develop the skills berbahasanya.Mereka represent objects with words and gambar.Bagaimanapun , they still use intuitive reasoning is not logical . In the beginning stages of this , they tend to be egocentric , ie , they are not able to understand his place in the world and how they relate to one another . They have difficulty understanding how the feelings of those around him . But as maturation , the ability to understand other people's perspectives , the better . Children have a very imaginative mind at the moment and consider any non-living objects have feelings too .

3 . Concrete operational stages This stage is the third stage of the four stages . Appear between the ages of six to twelve years and is characterized in the form of an adequate use of logic . Important processes during the concrete operational stage are : - Ability to mengurutan sorting objects by size , shape , or other characteristics . For example , if given different-sized objects , they can rank them from most large objects into the smallest . Classification - the ability to name and identify a set of objects according to appearance, size , or other characteristics , including the idea that a set of objects can include other objects into

Nama : M. Nor Rifani NPM : 1211305214401155

the circuit . Children no longer have the form of logic constraints animism ( the notion that all living things and callous ) Decentering - son began to consider some aspects of a problem to be solve it. For example, the child will no longer perceive a wide but short cup contents less than a small cup high . Reversibility - the child begins to understand that the amount or objects can be changed , then returned to its initial state . To that end , children can quickly determine that the 4 +4 equals 8 , 8-4 will be equal to 4 , the previous amount. Conservation - understanding that quantity , length or number of objects is not related to settings or display of objects or the objects . For example , when a child is given a cup size and a lot of the same content , they will know when water is poured into another cup size is different , the water in the glass will remain the same lot with the other contents of the cup . Removal properties of Egocentrism - the ability to see things from another person's perspective ( even when the person is thinking the wrong way ) . For example , show the comic puppet show Siti store in the box , then left the room , then move Ujang stuffed into a drawer , after that Siti back into the room . Children in the concrete operations stage will say that Siti would still think the doll is in the box even though the child knows that the doll had been moved into the drawer by Ujang .

4 . Formal operational stages Formal operational stage is the last period in Piaget's theory of cognitive development . This stage starts experienced by children in the age of eleven years ( puberty ) and continues into adulthood. Characteristics of this stage is to obtain the ability to think abstractly , reason logically , and draw conclusions from information tersedia.Dalam this stage , one can understand things like love , logical proof , and nilai.Ia not see everything only in the form of black and white , but there are " shades of gray" in between. Seen from biological factors , this phase appears at puberty ( when there is a large variety of other changes ) , marks the entry into the world of adult physiological , cognitive , moral reasoning , psychosexual development , and social development . Some people do not fully achieve progress to this stage , so he does not have the skills to think as an adult and still use the reasoning of the concrete operational stage . General information about the stages The fourth stage has the following characteristics :

Nama : M. Nor Rifani NPM : 1211305214401155

Although the stages that can be achieved in the age varies but the order is always sama.Tidak there is no skipped steps and no sequence backwards . a. Universal ( not related to culture ) b. Can be generalized : representation and logic from existing operations in a person applies to all concepts and content knowledge c. These stages form logically organized whole d. The order of hierarchical stages ( each stage includes elements of previous stages , but more differentiated and integrated ) e. Stages represent qualitative differences in modes of thinking , not just a quantitative difference.

Learning is done by focusing on : a. child's thinking or mental processes , not just on the results and prioritize the role of students in learning activities as well as understand the individual differences in developmental progress that could have been affected by the intellectual development of children . b. The basic theory of cognitive development, Jean Piaget learning requires teachers to be filled with the sensual interaction between students and the objects and concrete fenomema in the environment , and is intended to grow and develop the ability to think , such as the ability to think conservation . c. Piaget focused on intellectual development stages through which all individuals regardless of their social context and cultural background , who studied how children think and proceed with regard to intellectual development . d. According Peaget , students of all ages are actively involved in the process of acquiring information and construct their own knowledge . e. Knowledge is not static but continually grow and change as students encounter new experiences that force them to build and memodivikasi their prior knowledge . f. Piaget explains that young children have innate curiosity and constantly strive to understand the world around them . This curiosity according to Piaget , motivate them to actively construct their understanding of their biological environment . PBI was developed based on the theories of Piaget 's . g. Most psychologists fully accept the general principles of Piaget that children's thinking is fundamentally different from adult thinking , and the kind of logic that children change with

Nama : M. Nor Rifani NPM : 1211305214401155

age . However , there are also researchers who made a fuss about the details of Piaget's findings , especially regarding the age when children are able to complete specific tasks .

E. Implementation of Piaget's Theory of Cognitive Development In Learning , is : 1 ) Language and the way children think differently from adults . Therefore, teachers teach using language appropriate to the child's way of thinking 2 ) Children will learn better if they can face a fine . Teachers should help children to interact with the environment as well as possible . 3 ) Materials to be studied children should feel new but not unfamiliar . 4 ) Provide opportunities for children to learn appropriate stage of its development . 5 ) In the classroom , the children should be given the opportunity to talk to each other and discussions with his friends . The core of the implementation of Piaget's theory of learning are as follows : 1 . Focusing on the process of thinking or mental processes the child is not just in its products. In addition to the truth answers students, teachers must understand the process by which children and arrives at the answer . 2 . Introduction and recognition of the role of children is crucial in self-initiative and active involvement in the learning kegaiatan . Piaget in the classroom presentation material so (ready made) not to be stressed , and the children are encouraged to discover for himself through spontaneous interaction with the environment . 3 . No emphasis on practices - practices that are directed to make the kids like adults in mind . 4 . Acceptance of individual differences in the progress of development , Piaget's theory assumes that all children develop through the same developmental sequence , but they are obtained at different speeds .

F. Critics of Piaget's theory a. In one classic study , McGarrigle and Donalson (1974 ) states that children are able to understand conservation ( conservation) in usiayang younger than age yangdiyakini by Piaget . b . Another study critical of Piaget's theory is that the new children achieve an understanding of object permanence at the age of 6 months . Balillargeon and De Vos (1991 ), 104 children were observed until they were 18 years old , and tested with a variety of formal operational

Nama : M. Nor Rifani NPM : 1211305214401155

tasks based tasks Piaget used , including hypothesis testing The majority of the children have not reached the formal operational stage . This is consistent with studies McGarrigle and Donaldson and Baillargeon and DeVos , who stated that Piaget underestimated the ability of small children and too high assessing the ability of the children are older. c . And not long ago , Bradmetz (1999 ) tested the Piaget statement that the majority of children reach the formal end of childhood .

REFERENCES

http://yusrin-orbyt.blogspot.com/2012/10/teori-perkembangan-kognitif.html http://downloadgratizzz.blogspot.com/2013/05/tahapan-perkembangan-kognitif-menurutj.html http://id.wikipedia.org/wiki/Teori_perkembangan_kognitif