PIAGET COGITIVE DEVELOPMENT THEORY IN EDUCATION

Piaget's Theory of Cognitive Development Theory

1. PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT
Presented by Bhagya Babu, B.Ed Sem I (2023-25)

2. Piaget designed a proper framework to understand the structure,
functioning and development of the cognitive network of the
human mind. He postulated that, like physical organs of the
human body, there are two aspects of the human mind: one is
referred to as cognitive structure and the other as cognitive
functioning.
Piaget’s Theoretical Notions

3. Cognitive Structure
Unlike most creatures, human infants are born with practical instincts like
sucking, looking, reaching, and grasping. Jean Piaget called these
foundational cognitive abilities "schemas." Schemas are organized systems of
actions or thoughts that help us mentally represent the world.
Take the "sucking schema" as an example; it's the cognitive potential for
sucking objects, encompassing more than just a reflex. Schemas form the core
of the human mind. While early schemas involve biologically inherited instincts,
a child's interaction with their physical and social environment leads to the
formation of new schemas and adjustments in their cognitive structure,
marking the journey of cognitive development.

4. An organism's structure significantly influences its functioning,
and an individual's schemas determine their responses to
environmental stimuli. Survival and development hinge on
adapting to the physical and social environment. Cognitive
development relies on continuous interaction and adaptation.
This adaptation process is accomplished through assimilation
(integrating new experiences into existing schemas) and
accommodation (adjusting schemas to fit new experiences).
Cognitive Functioning

5. Assimilation & Accommodation

6. 2.
Preoperational
2-7 years
1.
Sensorimotor
0-2 years
Reflxes
Lack of
Coordination,
Object
Permanence
Intentional
Repition of action
Babbling
Symbolic thought
develops
Object
Permanence
Ego-Centricism
Language
Development
4.
Formal
Operational
11-15 years
3.
Concrete
Operationa
7-11 yearsl
Reason Logically
about concrete
events
Less Ego-Centric
Classify Onjects,
Serialisation
Reversible Mental
Operation
Abstract
Thinking
Pure
Imagination
Creativity
PIAGET’S
STAGES OF
COGNITIVE
DEVELOPMENT

7. Children employ their innate
abilities like looking, sucking,
grasping, and listening to
explore and understand their
surroundings
SENSORIMOTOR
STAGE
(0-2 years)
Piaget chose to call this stage the
'sensorimotor' stage because it is
through the senses and motor abilities
that infants gain a basic understanding
of the world around them.
The abilities that an infant is born with
—sight, hearing, smell, taste, and touch
—combined with physical capabilities
that continue to develop—including
touching, grasping, and tasting—allow
infants to interact and build awareness
of themselves and what is around
them.

8. PRIMARY
CIRCULAR
REACTIONS (1-4
MONTHS)
SECONDARY
CIRCULAR
REACTIONS (4-8
MONTHS)
TERTIARY
CIRCULAR
REACTIONS (12-18
MONTHS)
EARLY
REPRESENTATIONAL
THOUGHT (18-24
MONTHS)
Stages of the
Sensorimotor Stage
Reflexes (0-1
month)
Coordination of
Reactions (8-12
months)
During this
substage, the
child
understands the
environment
purely through
inborn reflexes
such as sucking
and looking.
This substage
involves coordinating
sensation and new
schemas.
For example, a child
may suck his or her
thumb by accident
and then later
intentionally repeat
the action. These
actions are repeated
because the infant
finds them
pleasurable.
During this substage,
the child becomes
more focused on the
world and begins to
intentionally repeat
an action in order to
trigger a response in
the environment.
For example, a child
will purposefully pick
up a toy in order to
put it in his or her
mouth.
The understanding
of objects also
begins during this
time and children
begin to recognize
certain objects as
having specific
qualities.
For example, a child
might realize that a
rattle will make a
sound when shaken.
Children begin a
period of trial-and-
error
experimentation
during the fifth
substage.
For example, a
child may try out
different sounds or
actions as a way of
getting attention
from a caregiver.
Children begin to
develop symbols to
represent events or
objects in the world
in the final
sensorimotor
substage. During this
time, children begin
to move towards
understanding the
world through mental
operations rather
than purely through
actions.

9. PREOPERATIONAL STAGE
Preconceptual
Stage (Ages 2-4):
Conceptual Stage
(Ages 4-7):
Overcoming Egocentrism: Improved
ability to understand others' viewpoints.
Development of Conservation:
Realization that quantity remains constant
despite changes in appearance.
Lessened Centration: Enhanced ability to
consider multiple aspects of a situation.
Egocentrism: Children struggle to consider
others' perspectives (e.g., believing
everyone knows their favorite toy).
Animism: Attributing human qualities to
inanimate objects (e.g., thinking a stuffed
animal has feelings).
Centration: Focusing on a single aspect of
a situation (e.g., noticing the colorful
wrapping, not the gift inside).

10. THANK YOU