Piaget's Stages of Cognitive Development

Piaget's Stages of Cognitive Development

1. Module 6 : Piaget's Stages of Cognitive Development

2. Jean Piaget Swiss psychologist, biologist, logician, philosopher and academic (1896-1980) Jean William Fritz Piaget was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology". Born : August 9, 1896,  Neuchâtel, Switzerland Died : September 16, 1980,  Geneva, Switzerland Children :  Lucienne Piaget, Jacqueline Piaget, Laurent Piaget Parents :  Arthur Piaget Education :  University of Neuchâtel

3. “ The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done – men who are creative, inventive and discoverers” - Jean Piagets

4. Jean Piaget’s Cognitive Theory of Development is truly a classic in the field of educational psychology. This theory fueled other researches and theories of development and learning. Its focus is on how individual construct knowledge.

5. Schema Assimilation Accommodation Equilibration Cognitive Disequilibrium Basic Cognitive Concepts:

6. Schema Refers to the cognitive structures by which individuals intellectually adapt to and organize their environment. Cat

7. Assimilation This is the process of fitting a new experience or previously created cognitive structure or schema Saw this four-legged animal for the first time. Existing Schema: His Dog four-legged pet is a dog. Child will call this a dog

8. Accomodation This is the process a new schema. Existing Schema: His four-legged pet is a dog . Someone points out that this is a cat, though it has four legs. Realizes that all four-legged animals are not dogs.

9. Equilibrium The process by which people balance assimilation and accommodation to create stable understandings achieving proper balance between assimilation and accommodation. Child call her four-legged pet “DOGGY” The child called new animal a “DOGGY” and the mommy told her it is a CAT. Child calls this four legged animal “CAT”

10. Disequilibrium A discrepancy between what is perceived and what is understood. Dog: >Four legs >Ears >Tail >Barks >Furry >Licks Cat: >Four legs >Ears >Tail >Barks >Furry >Licks Accommodating: Accommodation Occurred: Dog: >Four legs >Ears >Tail >Barks >Furry >Licks Cat: >Four legs >Ears >Tail >Meows >Furry >Licks > Clims Child is in disequilibrium He/She is actively constructing meaning. The chils returns to state of equilibrium. A schema about cats been forward

11. Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow. A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world. Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages . Piaget's theory of cognitive development proposes 4 stages of development . Sensorimotor stage : birth to 2 years Pre-operational stage : 2 to 7 years Concrete operational stage : 7 to 11 years Formal operational stage : ages 12 and up

12. 4 STAGES DEVELOPMENT SENSORI STAGE MOTOR STAGE PRE-OPERATIONAL STAGE CONCRETE-OPERATIONAL STAGE FORMAL OPERATIONAL STAGE

13. Stage 1: SENSORI-MOTOR STAGE : The sensori -motor stage  typically takes place within the first two years of a child's life . It is marked by the child discovering the difference between themselves and their environment. At that point, they will use their senses to learn things about both themselves and their environment . Stage 2: PRE-OPERATIONAL STAGE The pre-operational stage is the  second stage in Piaget's theory of cognitive development . This stage begins around age two and lasts until approximately age seven. During this period, children are thinking at a symbolic level but are not yet using cognitive operations . This stage is highlighted by the following : Symbolic Function – this is the ability to represent objects and event. A symbol is a thing that represents something else. A drawing, a written, or a spoken word comes to be understood as representing a real object. Egocentrism – This is the tendency of the child to only see his point of view and to assume that everyone also his point of view and to assume that everyone also has his same point of view. Centration - This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects. Irreversibility - Pre-operational children still have the inability to reverse their thinking. They can understand that 2+3 is 5 but cannot understand that 5-2 is 2. Animism – This is the tendency of children to attribute human like traits or characteristics to inanimate objects. Transductive reasoning – This refer to the pre-operational child’s type of reasoning that is neither inductive nor deductive.

14. Stage 3: Concrete-Operational Stage. This stage is characterized by the ability of the child to think logically but only in terms of concrete objects. This covers approximately the ages between 8-11 years or the elementary school years. this stages marked by the following: D ecentering , Reversibility,Conservation & Seriation . Decentering - This refers to the ability of the child to perceive the different features of objects and situations. No longer is the child focused or limited to one aspect or dimension. This allows the child to be more logical when dealing with concrete objects and situations. Reversibility – During stage of concrete operations, the child can follow that certain operation can be done in reverse. Conservation – This is the ability to know that certain properties of objects like number, mass, volume, or area do not change even if there is a chance in appearance. Because of the development of a child’s ability of decentering and also reversibility, Seriation – This refers to the ability to order or arrange things in a searies based on one dimension such as weight, volume or size.