Table of Contents
Introduction to Schema Cognitive
Development
The schema cognitive development theory is a psychological theory that explains how humans learn and remember information. The theory was developed by Jean Piaget, a Swiss developmental psychologist, in the 1920s. According to the theory, humans learn and remember information by organizing it into schemas, or mental structures.
Schemas are mental structures that allow humans to organize information. They are like mental models of the world that allow us to make predictions about what will happen next and to understand how things work. When we experience something new, we compare it to our existing schemas in order to understand it. If the new information is similar to an existing schema, we remember it more easily. If the new information is different from an existing schema, we have to create a new schema to remember it.
The schema cognitive development theory has been widely studied and has been found to be accurate in explaining how humans learn and remember information. It has also been used to develop educational methods that improve learning.
Historical Context of Piaget Schemas
Piaget’s theory of cognitive development is based on the idea that children construct their own understanding of the world, based on their own experiences. He proposed that children go through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
The sensorimotor stage is the earliest stage of cognitive development, and occurs from birth to about age 2. During this stage, children learn about the world through their experiences with their senses. They learn to understand the world through touch, taste, smell, sight, and hearing.
The preoperational stage of cognitive development occurs from age 2 to about age 7. During this stage, children learn to use symbols to represent objects and events. They also learn to think about things in terms of relationships, rather than in terms of absolute characteristics.
The concrete operational stage of cognitive development occurs from age 7 to about age 12. During this stage, children learn to think about things in terms of their absolute characteristics, rather than in terms of relationships. They also learn to use logic and reason.
The formal operational stage of cognitive development occurs from age 12 and up. During this stage, children learn to think about things in terms of abstract concepts. They also learn to use reason and imagination to solve problems.
Piaget Schemas
Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It is also known as the developmental stage theory because it describes intellectual development in terms of a series of four developmental stages: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.
Each stage is characterized by a different way of thinking, and each stage builds on the one before it. The theory was first proposed by Jean Piaget in the 1920s and has been extensively researched and refined since then.
Piaget Schema Theory
Piaget’s theory of cognitive development is a stage theory, which means that it proposes that people go through fixed stages of cognitive development. His theory focused on the development of reasoning and understanding in children.
Piaget believed that children are born with a basic understanding of the world, and that their cognitive development occurs as they interact with their environment. He proposed four stages of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.
During the sensorimotor stage, which lasts from birth to about 2 years old, children learn through their senses and motor skills. They learn to understand the world by manipulating objects and exploring their environment.
During the preoperational stage, which lasts from 2 to 7 years old, children develop the ability to think about things symbolically. They can understand that things can exist even when they are not present, and they can think about things that are not currently happening.
During the concrete operational stage, which lasts from 7 to 12 years old, children learn to think logically about concrete objects. They can understand that things can be changed, and that one event can cause another event.
During the formal operational stage, which lasts from 12 years old and up, children learn to think logically about abstract concepts. They can understand that there is more than one way to look at a problem, and that there is no right or wrong answer.
The Sensorimotor Stage (Birth to 2 years)
The sensorimotor stage is the first stage in Piaget’s theory of cognitive development. This stage lasts from birth to about age 2 years. During this stage, infants develop the ability to think about things that are not currently in their environment. This ability is called object permanence. Infants also learn how to coordinate their movements with the movements of objects. This process is called sensorimotor integration.
Major Characteristics and Developmental Changes:
The major characteristics of adolescence are physical changes, cognitive changes, and social changes. Adolescents undergo a great deal of physical change as their bodies mature. Their cognitive abilities also change as they develop the ability to think abstractly and plan for the future. Adolescents’ social lives become increasingly complex as they form more intimate relationships and develop a sense of identity.
The physical changes that adolescents undergo are largely due to the hormones that their bodies produce. These hormones cause the adolescent’s body to grow taller and to develop muscle mass. The hormones also cause the adolescent’s reproductive system to mature. Adolescents also undergo a process called puberty, which is the time when their bodies change from those of children into those of adults.
The cognitive changes that adolescents undergo are largely due to the development of the brain’s frontal cortex. This part of the brain is responsible for abstract thinking, planning for the future, and impulse control. As adolescents’ frontal cortexes develop, they become better able to think about the consequences of their actions and to plan for the future.
The social changes that adolescents undergo are largely due to the development of their identity. Adolescents undergo a process called self-identity consolidation, which is the process of developing a sense of who they are. They do this by exploring different aspects of their personality and by trying on different identities. Adolescents also form more intimate relationships than they did in childhood. These relationships require them to navigate new social
The Preoperational Stage( 2 to 7 years)
In the preoperational stage, children are able to think about things symbolically. They can pretend, for example, that a toy is a real person. They can also think about things that are not currently present. They can think about what they will do tomorrow, or what they would do if they were a character in a story.
Children in the preoperational stage also learn to use language to communicate their thoughts. They learn to ask and answer questions. They also learn to give and follow instructions.
Major Characteristics and Developmental Changes:
The six-year-old is typically characterized as being imaginative, enthusiastic, and confident. They have a vivid imagination and are often enthusiastic about their ideas. They are also typically confident in their abilities and are often willing to take risks.
Six-year-olds are typically able to think logically and abstractly. They can also understand and use complex language. They are often able to engage in more complex conversations and are able to think more critically.
Six-year-olds are typically able to think about the future and plan for it. They are also able to understand and take into account other people’s points of view.
Six-year-olds are typically able to cooperate and get along well with others. They are also typically able to handle feelings of frustration and disappointment.
The Concrete Operational Stage (7 to 11 years)
The Concrete Operational Stage is the third stage in Piaget’s theory of cognitive development. This stage begins at around age 7 and lasts until around age 11.
During the Concrete Operational Stage, children are able to think about things in a more logical way. They can use logic to solve problems, and they can understand that different people can see things in different ways.
Children in the Concrete Operational Stage also begin to understand that they can’t always trust their own senses. For example, they may be able to understand that they can see a ball, but they can’t touch it.
Major Characteristics and Developmental Changes:
-Secure attachment-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
-Attachment theory-
-Attachment styles-
-Secure attachment style-
The Formal Operational Stage (12 years and above)
At this stage, the child can think hypothetically and abstractly. They can also reason logically and understand complex concepts.
Major Characteristics and Developmental Changes:
1. Physiological changes- The physiological changes that occur during puberty are many and varied. The most obvious changes are those that affect the body’s reproductive system. The hormones that trigger these changes, called gonadotropins, are produced by the pituitary gland.
The first gonadotropin to be released is follicle-stimulating hormone (FSH), which stimulates the growth of eggs in the ovaries. The second hormone to be released is luteinizing hormone (LH), which causes the eggs to mature and be released from the ovaries.
The hormones that trigger these changes, called gonadotropins, are produced by the pituitary gland. The first gonadotropin to be released is follicle-stimulating hormone (FSH), which stimulates the growth of eggs in the ovaries. The second hormone to be released is luteinizing hormone (LH), which causes the eggs to mature and be released from the ovaries. In boys, the production of testosterone causes the testes to grow and the scrotum to thin and become less wrinkled. The voice also begins to change, becoming deeper.
2. Behavioral changes- Puberty is also a time of great change in a person’s behavior. Hormones released during puberty affect the brain, causing teenagers to become more interested in sex and in activities that are risky or that could lead to injury.
They may also become
Type of Schema Cognitive
Domain Knowledge
Description A schema is a cognitive structure that helps organize and interpret information. It is a mental model that we create to help us understand the world.
Modification of Schema
There are a few ways to modify the schema of a table. The first way is to use the ALTER TABLE statement. The following is an example of how to use the ALTER TABLE statement to change the name of a table:
ALTER TABLE table_name RENAME TO new_table_name;
The second way is to use the CREATE TABLE statement. The following is an example of how to use the CREATE TABLE statement to change the name of a table:
CREATE TABLE table_name AS SELECT * FROM old_table_name;
The third way is to use the DROP TABLE statement. The following is an example of how to use the DROP TABLE statement to drop a table:
DROP TABLE table_name;
