Piaget's Theory of Cognitive Development.pptx

This presentation is related to Piaget's Cognitive Development Theory, which is beneficial for the students B.Ed., M.Ed. and M.A. (Education & Psychology).

1. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

2. OBJECTIVE OF THIS THEORY (According to Piaget) The Main objective of this theory is to explain in simple way the gradual changes that occur during child development, which cause mental functions to become more complex/sophisticated. To explain the developments in thinking between infancy and adulthood.

3. KEY POINTS Cognition First of all we will discuss what is cognition ? Cognition means all those mental activities which are related to THINKING”, “ PROBLEM SOLVING”, “LANGUAGE COMMUNICATION” and other Mental Process . ACCORDING TO NEISSER (1967) Cognition means to receive the sensory informations, then transform, elaborate, store and recover them and use them appropriately.

4. KEY CONCEPTS SCHEMATA : cognitive structure for organising experiences/behaviours are called SCHEMATA. It is related with mental operations. We can say that Schemata are mental frameworks or structures that help an individual to organize and interpret the information. They are basic building blocks of knowledge. They guide perception and response to situations. Example: Dog = four-legged animal… A child’s schema for a “dog” may include four legs, fur, and barking. Schemata is a natural process in infant child. When child interact with external environment then schemata is changed in progressively. Then with the help of schemata children know the rules of problem solving and classification.

5. ORGANIZATION : Organisation refers to the tendency to combine and coordinate simple mental structures into more complex systems of thought. cognitive development involves linking and rearranging ideas to form a coherent system. Children constantly integrate new experiences into organized mental patterns. A person attempts to integrate new information with previously formed information but sometimes fails to do os,, so they adopt. Example : A child who knows “birds fly” and “planes fly” organizes both under the idea “things that fly.” KEY CONCEPTS

6. ADAPTATION It is an Inborn tendency in this process child tries to do adjust herself/himself with the external environment. We can say that it is th e process of adjusting to the environment through learning and experience. Example : Learning what a cow is ? In this situation two process are included : (TWO COMPONENTS ) Assimilation Accomodation KEY CONCEPTS

7. Assimilation Assimilation is the process that fit new information into existing schemas . The person interprets new experiences according to what they already know. Example: A child who knows the concept of “dog” sees a Cat for the first time and calls it a “dog.” He/she is assimilating new information into their existing schema. KEY CONCEPTS

8. B. ACCOMMODATION Accommodation is the process that changing/modifying existing schemas or creating new schemas when new information doesn’t fit the old ones. It helps the child to learn and grow intellectually. Example: The same child learns that cats are different from dogs and creates a new schema for “Cat.” KEY CONCEPTS

9. 4 . EQUILIBRIUM Equilibration is the process of maintaining balance between assimilation and accommodation . It is the driving force of cognitive development — children seek a mental balance between what they know and what they experience. It is the driving force of cognitive development . When children experience something that doesn’t fit their current understanding (disequilibrium), they adapt to restore balance (equilibrium). E xample: When a child faces something new (disequilibrium), they adapt by accommodating or assimilating until understanding is restored (equilibrium). It means (When a child cannot explain a new situation, they modify their thinking to achieve understanding.) KEY CONCEPTS

10. 5. Conservation : Conservation is the understanding that quantity remains constant even when appearance changes. This ability develops during the concrete operational stage (7–11 years) . Example: When water is poured from a short wide glass into a tall thin glass, the child understands that the amount of water is the same , even though it looks different. KEY CONCEPTS

11. 6. Cognitive Structure Cognitive structures are organized patterns of thought or mental systems that guide how a person perceives and understands the world. They include all the interrelated schemas a person possesses at a particular stage. It develops and becomes more complex as children grow. Each developmental stage has a distinct cognitive structure. Example A 10-year-old has a more advanced cognitive structure than a 5-year-old because they can reason logically and systematically about concrete objects. ( A 10-year-old can think logically about real objects, unlike a 5-year-old who focuses only on perception). KEY CONCEPTS

12. 7. Mental Operation Mental operations are internalized actions that allow logical reasoning and manipulation of ideas in the mind. Types: Classification Seriation (ordering by size, number, etc.) Reversibility Example: A child understands that if you pour water back into the original glass, it looks the same — this shows reversibility . KEY CONCEPTS

13. 8. Schemes Schemes are the building blocks of knowledge , referring to patterns of behavior or thought used to respond to situations. Piaget often used schemes and schemas interchangeably, but: Schemas emphasize mental frameworks. Schemes emphasize actions or behaviors. Types: Behavioral Schemes: Physical actions (sucking, grasping). Cognitive Schemes: Mental activities (classifying, reasoning). Example: A baby’s sucking reflex is an early behavioral scheme ; later, they develop conceptual schemes (e.g., how to solve a problem). KEY CONCEPTS

14. 9. Schema A schema is a single unit of knowledge — a single concept or idea stored in the mind. It is like a “mental model” that helps us recognize and react to experiences. Example: Schema for “school” may include classrooms, teachers, learning activities and friends. Note: Schema = singular; Schemata = plural KEY CONCEPTS

15. 10. Decentering Decentering is the ability to consider multiple aspects of a situation rather than focusing on just one. It marks the shift from egocentric thinking (preoperational stage) to logical thinking (concrete operational stage). It reduces egocentrism. It develops during the Concrete Operational Stage . Example: When judging which glass has more water, a younger child focuses only on height, while an older child can decenter — considering both height and width, not just one dimension. KEY CONCEPTS

16. 11. Interaction Meaning Piaget emphasized that interaction with the environment and others is essential for cognitive growth. Children learn by actively engaging with people, objects, and ideas — not through passive instruction. Learning through activity ( Playing and Experimenting) Piaget emphasized learning through active discovery . Cognitive growth occurs through continuous interaction with surroundings. Example A child learns about balance not by being told but by playing with blocks, experimenting, and interacting with peers and teachers KEY CONCEPTS

17. STAGES OF COGNITIVE DEVELOPMENT Sensorimotor : Birth–2 years Main Feature: I ntelligence is demonstrated through physical interaction with the environment — through senses and motor activities. Characteristics: Infant’s learning is action-based – they learn by touching, sucking, seeing, and moving objects. No symbolic thought – understanding is based on direct experience. Object permanence develops: the child learns that objects continue to exist even when they are out of sight. Trial and error learning – infants repeat actions that bring pleasure (like shaking a rattle). Example: When a toy is hidden under a blanket, a 10-month-old may search for it, showing awareness that the toy still exists. Educational Implications: Provide sensory stimulation through toys, music, colors, and movement. Encourage exploration and manipulation of materials. Use play-based learning and real objects for early education.

18. Pre-operational : 2 to 7 Years Main Feature: Children begin to use symbols (language, images) to represent objects, but their thinking is still egocentric and intuitive , not logical. Characteristics: Symbolic thought develops: Words, drawings, and play represent real objects. Egocentrism: The child sees the world only from their own point of view. Example: Thinking everyone sees what they see. Centration: Focusing on one aspect of a situation and ignoring others (e.g., judging quantity only by height). Animism: Believing that non-living objects have feelings (e.g., “The sun is smiling”). Lack of Conservation: Cannot understand that quantity remains constant even when shape changes. Irreversibility: Cannot mentally reverse an action. Example: A child thinks there is more water in a tall glass than in a wide one, even though both contain the same amount. Educational Implications: Use visual aids, pictures, and objects while teaching. Provide concrete experiences rather than abstract explanations. Encourage role play and imaginative play . Avoid expecting logical reasoning or adult-like explanations . Teach through stories and examples that connect with their experiences. STAGES OF COGNITIVE DEVELOPMENT

19. STAGES OF COGNITIVE DEVELOPMENT Pre-operational : 7 to 11 Years Main Feature: Children begin to think logically about concrete events , though still struggle with abstract concepts. Characteristics: Conservation: Understanding that quantity remains constant despite changes in appearance (number, volume, mass). Reversibility: Can mentally reverse actions (e.g., if 3 + 4 = 7, then 7 – 4 = 3). Decentering: Can consider multiple aspects of a situation (height and width). Classification: Can group objects by common properties (color, shape, type). Seriation: Can arrange objects in order (e.g., by size, number). Less egocentric: C an understand other people’s perspectives. Example: A child understands that 8 marbles in one long row and the same 8 marbles in a short row are equal in number. Educational Implications: Use hands-on activities — experiments, models, counting objects. Encourage group learning and discussion to develop reasoning. Use real-life examples for teaching mathematics and science. Provide opportunities to classify, arrange, and compare objects. Avoid purely abstract concepts; always link learning to concrete materials .

20. STAGES OF COGNITIVE DEVELOPMENT Formal Operational Stage (12 years and above) Thinking becomes abstract, logical, and systematic — adolescents can think beyond concrete reality and consider hypothetical situations. Characteristics: Abstract reasoning: Can think about concepts like justice, freedom, or love. H ypothetical–deductive reasoning: Can form hypotheses and test them logically. Problem-solving ability: Can plan systematic solutions to problems. Logical reasoning: Understands cause–effect relationships. Metacognition: Awareness of one’s own thinking process (thinking about thinking). Idealism: Adolescents may imagine ideal societies and become critical of reality. Example: A student can understand and solve algebraic equations or predict the outcome of a scientific experiment. Educational Implications Encourage project-based learning and research work . Provide problem-solving and reasoning exercises . Use debate, discussion, and reflection to promote abstract thought. Allow freedom of expression and critical thinking . Introduce scientific and moral reasoning tasks. Teacher should guide, question, and challenge students’ thinking.

21. Summary Piaget believed that knowledge grows through active interaction with the environment. Children are not passive learners — they construct their understanding through assimilation , accommodation , and equilibration. Understanding these concepts helps teachers design age-appropriate and meaningful learning experiences In this way have learnt that : Schema is the mental framework of knowledge Assimilation is using existing schema Accommodation is Changing schema Equilibration is balancing assimilation and accommodation Conservation is understanding that quantity remains same Decentering is considering multiple perspectives

22. STAGES OF COGNITIVE DEVELOPMENT : SUMMARY Sensorimotor : Birth–2 years The main characteristics of this stage is Knowledge through senses and actions, and the key achievement is object performance. Preoperational : 2 to 7 Years The main characteristics is Egocentric, intuitive thinking and key Achievement is Symbolic play, language. Concrete Operational : 7 to 11 Years The main Characteristics is Logical thinking about concrete things and the key achievement is Conservation, reversibility. Formal Operational : 12 Years and Above The main characteristics is Abstract and hypothetical reasoning and the key achievement is Problem-solving, reasoning

23. EDUCATIONAL IMPLICATIONS Learning as Active Process: Children should be active participants, not passive listeners. We can encourage discovery learning through experiments and projects. 2. Stage-Appropriate Teaching: Match teaching strategies with the learner’s cognitive stage. For young children → concrete materials; for older → abstract reasoning. 3. Importance of Readiness: Do not expect complex reasoning before the child is developmentally ready. Learning tasks should be neither too easy nor too difficult. 4. Use of Concrete Experiences: Provide real-life, hands-on learning experiences (use models, charts, fieldwork). 5. Encourage Interaction: Peer discussions, group activities, and think-pair-share help cognitive growth.

24. EDUCATIONAL IMPLICATIONS … 6. Promote Problem-Solving and Inquiry: Ask open-ended questions that stimulate reasoning (“What do you think will happen if…?”) 7. I ndividual Differences: Recognize that children progress through stages at different rates. 8. Role of Teacher: Teacher as a facilitator or guide, not just a transmitter of knowledge. 9. Encourage Reflection: Let students explain “how” they arrived at answers to strengthen logical thinking. 10. Evaluation Implication:Focus on process and reasoning, not just correct answers and assess understanding through activities, projects, and verbal reasoning.