Bilişsel Gelişime Yeni Piagetci Yaklaşıma İlişkin bir Değerlendirme

Abstract

Bu çalışmanın temel amacı Piaget’nin bilişsel gelişime ilişkin kuramsal yaklaşımına yöneltilen eleştirilere karşılık ortaya çıkan ve kuramın zayıf yönlerini gidermeyi hedefleyen Yeni Piagetcilerin önermelerini derlemektir. Bu kapsamda Piaget’nin bilişsel gelişime ilişkin yaklaşımı ile Yeni Piagetcilerin bakış açısı arasındaki benzerlik ve farklılıkları ortaya koymak ve yeni Piagetcilerin yaptıkları araştırmaların eğitim ortamları için doğurgularını yansıtmak bu çalışmanın amaçları arasındadır. Bu çalışma dahilinde bir evre kuramcısı olan Piaget’nin doğumdan ölüme kadar bireyin geçtiği bilişsel gelişim aşamaları gibi en çok öne çıkan önermelerine gelen eleştirilere Robbie Case, Juan Pascual-Leone ve  Andreas Dimitrou gibi Yeni Piagetcilerin getirdiği yeni yaklaşım ele alınmakta ve bu kuramcıların gelişim ve eğitim psikolojisi açısından değerli katkıları tartışılmaktatır. Yeni Piagetcilerin çalışmaları çocuklarla çalışan eğitmenlerin eğitim programlarını düzenleme aşamasında değerli katkılar sağladığı kadar öğrencilerin değerlendirilmesine yönelik araçların geliştirilmesi aşamasında da önemli veriler sunmaktadır. Ayrıca öğrenmenin nasıl daha etkili bir şekilde gerçekleşebileceğine dair bilgi sağlamaları ve özel eğitim gerektiren durumlardaki öğrenmeye dair açıklamalar getirmeleri açısından da oldukça önemlidir.   

Keywords

• Yeni Piagetciler,bilişsel gelişim,evreler,Case,Pascual-Leone,Dimitrou

A Review on the Neo-Piagetian Theory of Cognitive Development

Abstract

The main objective of this study is to provide a review on the postulates of Neo-Piagetian theorists who provided answers to the criticism aimed at the theoretical perspective of Piaget in terms of cognitive development as they worked to eliminate the weaknesses associated with that theory. This study includes the perspectives of Neo- Piagetian theorists such as Robbie Case, Juan Pascual-Leone and Andreas Dimitrou as they came up with their ways of making up for the criticism aimed at the basic elements of Piaget’s theory of cognitive development. Besides, it discusses the contribution of these theorists to developmental and educational psychology. The studies conducted by Neo-Piagetian theorists not only offers favourable solutions for the educators while preparing training programs for children, but also provides valuable data for the development of assessment tools for students. They are also of high importance in that they provide information about the way a more effective learning is performed and elucidate the learning process in cases where special education is necessary.  

Keywords

• Neo-Piagetian,cognitive development,stages,Case,Pascual-Leone,Dimitrou

References

1. Case, R. (1984). The process of stage transition: a neo-Piagetian view. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 19-44). New York: Freeman.
2. Case, R. (1985). Intellectual development. Birth to adulthood. New York: Academic Press.
3. Case, R. (1992). Neo-piagetian theories of intellectual development. In H. Beilin and P. B. Pufall (Eds.), Piaget’s theory: prospects and possibilities (pp. 61-107). Hillsdale, NJ: Lawrence Erlbaum.
4. Case, R. (1993). Theories of Learning and Theories of Development. Educational Psychologist, 28 (3), 219- 233.
5. Case, R., Demetriou, A., Platsdiou, M., Kazi, S. (2001). Integrating concepts and tests of intelligence from the differential and the development traditions. Intelligence, 29, 307-336.
6. Case, R. and Okamoto, Y. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1-2), Serial No. 246.
7. Demetriou, A. and Efklides, A. (1985). Structure and sequence of formal and postformal thought: General patterns and individual differences. Child Development, 56, 1062- 1091.
8. Demetriou, A. and Efklides, A. (1987). Experiential Structuralism and Neo-Piagetian Theories: Toward an Integrated Model. International Journal of Psychology, 22, 679- 728.

9. Demetriou, A., Efklides, A. and Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58 (5-6), Serial 234.
10. Demetriou, A., Spanoudis, G. and Mouyi, A. (2010). A Three-Level Model of the Developing Mind: Functional and Neuronal Substantiation and Educational Implications. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 9- 48). New York: Springer.
11. Feldman, D. H. (2004). Piaget’s stages: the unfinished symphony of cognitive development. New Ideas In Psychology, 22, 175- 231.
12. Ferrari, M. and Vuletic, L. (2010). Development and Its Relation to Mind, Brain, and Education: Continuing the Work of Robbie Case. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 327- 347). New York: Springer.
13. Fischer, K. W. (1980). A Theory of cognitive development: the control and construction of hierarchies of skills. Psychological Review, 87, 477- 531.
14. Laurenço, O. and Machado, A. (1996). In Defence of Piaget’s Theory: A Reply to 10 Common Criticisms. Psychological Review, 103 (1), 143- 164.
15. Lewis, M. D. and Granic, I. (2010). Phases of Social-Emotional Development from Birth to School Age. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 179-212). New York: Springer.
16. Okamoto, Y. (2010). Children’s developing understanding of number: Mind, Brain, and Culture. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 129- 148). New York: Springer.
17. Pascual- Leone, J. (1987). Organismic Processes for Neo-Piagetian Theories: A Dialectical Causal Account of Cognitive Development. International Journal of Psychology, 22, 531-570.
18. Pascual-Leone, J. and Johnson, J. (2011). A developmental theory of mental attention. Its Application to Measurement and Task Analysis. In P. Barrouillet and V. Gaillard (Eds.) Cognitive Development and Working Memory. A Dialogue Between Neo-Piagetian Theories and Cognitive Approaches (pp. 13-45). New York: Psychology Press.
19. Pascual- Leone, J., Johnson, J. and Agostino, A. (2010). Mental Attention, Multiplicative Structures, and the Causal Problems of Cognitive Development. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 49- 82). New York: Springer.
20. Piaget, J. (1970). Piaget’s Theory. In P. H. Mussen (Ed.). Carmicheal’s Handbook of child development (pp. 703- 732). New York: Wiley.
21. Piaget, J. (1975). The development of thought: equilibration of cognitive structures. New York: Viking Press.
22. Siegler, R. S. and Munakata, Y. (1993). Beyond the immaculate transition: advances in the understanding of change. Society for Research in Child Development Newsletter, 36 (3), 10- 13.