Piaget Adaptation: Assimilation vs Accommodation vs Equilibrium vs Disequilibrium

Froggy Jumps

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Match the correct example to the correct term and jump your way through the lily pads!

Piaget proposes that adaptation involves building schemes through direct interaction with the environment.
Assimilation: Using current schema (mental framework) to interpret information
Accommodation: Creating new schema or adjusting old schema because the new information doesn’t fit current schema
Equilibrium: State of balance where schemas match experiences
Disequilibrium: State of imbalance or confusion where new information doesn’t fit existing schemas

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epse406

Canada

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Piaget Adaptation: Assimilation vs Accommodation vs Equilibrium vs Disequilibrium


Froggy Jumps Piaget Adaptation: Assimilation vs Accommodation vs Equilibrium vs DisequilibriumVersion en ligne Match the correct example to the correct term and jump your way through the lily pads! Piaget proposes that adaptation involves building schemes through direct interaction with the environment. Assimilation: Using current schema (mental framework) to interpret information Accommodation: Creating new schema or adjusting old schema because the new information doesn’t fit current schema Equilibrium: State of balance where schemas match experiences Disequilibrium: State of imbalance or confusion where new information doesn’t fit existing schemas par epse406 1 A child has a schema that a two-legged creature is a person. When they see a penguin for the first time, they call it a “person” a Assimilation b Accommodation c Equilibrium 2 A child thinks all four-legged animals are dogs. When they see a bear, the child says, “dog!” and the mom says, “It’s a bear!”. The child creates a new schema for “bear”. The next time they are camping, the child points and says, “bear!” a Equilibrium b Accommodation c Disequilibrium 3 A child sees a dog and a bear, understanding they are different even though they both have four legs. The child correctly labels them. a Accommodation b Assimilation c Equilibrium 4 A child sees a koala for the first time, confused when it climbs on the bamboo. The child thought that all four-legged animals are bears and never saw a grey bear climb bamboo before. The child wonders if this animal is a bear or something else. a Disequilibrium b Accommodation c Assimilation 5 A child thinks all round objects are balls. When their older brother takes a bite into a round apple, saying “yum! apple!”, the child learns the new object is an apple and not a ball, updating their understanding. a Assimilation b Equilibrium c Accommodation 6 A child has a schema of what a ball looks like and usually bounces it on the ground. The child holds a golf ball and plays with it the same way, bouncing it on the ground. a Accommodation b Assimilation c Equilibrium

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Piaget Adaptation: Assimilation vs Accommodation vs Equilibrium vs Disequilibrium

Froggy Jumps

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Piaget Adaptation: Assimilation vs Accommodation vs Equilibrium vs DisequilibriumVersion en ligne

par epse406

A child has a schema that a two-legged creature is a person. When they see a penguin for the first time, they call it a “person”

A child thinks all four-legged animals are dogs. When they see a bear, the child says, “dog!” and the mom says, “It’s a bear!”. The child creates a new schema for “bear”. The next time they are camping, the child points and says, “bear!”

A child sees a dog and a bear, understanding they are different even though they both have four legs. The child correctly labels them.

A child sees a koala for the first time, confused when it climbs on the bamboo. The child thought that all four-legged animals are bears and never saw a grey bear climb bamboo before. The child wonders if this animal is a bear or something else.

A child thinks all round objects are balls. When their older brother takes a bite into a round apple, saying “yum! apple!”, the child learns the new object is an apple and not a ball, updating their understanding.

A child has a schema of what a ball looks like and usually bounces it on the ground. The child holds a golf ball and plays with it the same way, bouncing it on the ground.