Dynamic Development: A Neo-Piagetian Approach
Abstract
The questions Piaget raised, and his concepts and observations for addressing them, have shaped virtually all research and theory in cognitive development over the last 50 years. Even those who rejected Piaget's conclusions shaped their work in terms of his questions. Some approaches built upon his work directly whereas others sought to oppose it. The focus of this chapter is primarily on the former - research and theory that has built directly on Piaget to address new, revised, and expanded questions. The primary question raised in neo-Piagetian work is variability: the dynamic ways that people's actions differ and change. At all ages and in all cultures, people's actions vary dramatically across contexts, tasks, and emotional states. For example, in class Christina, a fifth-grade student, can read and explain a paragraph about how the eye works, but she cannot give the same explanation at home on her own. Seth, a high school freshman, can solve a math problem about the cost of schoolbooks when he does it with his mother's support, but in class the next day he is unable to solve the same problem. On the other hand, for a similar problem about the cost of new jeans, he solves it easily across all situations. This sort of variation can be frustrating, but it is normal, and it happens every day with everyone. Modern neo-Piagetian research and theory embrace this variability, using it to create better explanations of the complexity and diversity of human knowledge and action.
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DST is built around two basic principles: multiple characteristics of individuals and context collaborate to produce all aspects of behavior, and variability as well as stability in performance provide important information for understanding human development.
“It is built around two basic principles grounded in relational dynamic systems theory: (a) multiple characteristics of individuals and context collaborate to produce all aspects of behavior and (b) variability as well as stability in performance provide important information for understanding human development (Rose & Fischer, 2009).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Rose & Fischer, 2009
Nomothetic-oriented developmental theories have shaped virtually all research and theory in cognitive development to date.
“Nonetheless, such theories have shaped virtually all research and theory in cognitive development to date”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Rose & Fischer, 2009
Skills may show stage-like jumps in development over certain time periods, particularly when a person performs at his or her optimal level under conditions of high support.
“skills may show stage-like jumps in development over certain time periods, particularly when a person performs at his or her optimal level under conditions of high support”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Rose & Fischer, 2009
Research grounded in the science of individuality enables moving beyond explanations of global patterns of behavior to examine intra-individual differences in performance across diverse contexts.
“Research grounded in this science enables us to move beyond explanations of global patterns of behavior to examine intra-individual differences in performance across diverse contexts”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Rose & Fischer, 2009
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Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328 · see citing works
“Neo-Piagetian frameworks do not do away with the concept of stages entirely; indeed, skills may show stage-like jumps in development over certain time periods, particularly when a person performs at his or her optimal level under conditions of high support (Rose & Fischer, 2009).”
BackgroundMethodInfluentialHazari, Z., Cass, C., & Beattie, C. (2015) · Journal of Research in Science Teaching · doi:10.1002/tea.21214 · Cited by 111 · see citing works
- Authors
- Rose, L. T., & Fischer, K. W.
- Venue
- The Cambridge Companion to Piaget
- Publisher
- Cambridge University Press
- Published
- 2009-08-24
- Pages
- 400-422
- OpenAlex
- W2481243381
- Cited by
- 50
- References
- 0
- Citations by year
- 2025: 9 · 2024: 1 · 2023: 2 · 2022: 4 · 2021: 1 · 2020: 2 · 2019: 4 · 2018: 2 · 2017: 3 · 2016: 1 · 2015: 3 · 2014: 6 · 2012: 2
- FWCI
- 14.97
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- neo-Piagetian theory, cognitive development, dynamic development, Piaget, individual differences, context sensitivity, knowledge and action
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