piaget's stages of cognitive development
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Piaget’s Theory of Piaget’s Theory of Cognitive DevelopmentCognitive Development
In ChildrenIn Children
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Stages of DevelopmentStages of Development• Piaget’s theory identifies four
developmental stages and the processes by which children progress through them.
• The four stages are:1. Sensorimotor Stage (birth to 24 months)2. Preoperational Stage (2-7 years old)3. Concrete Operational Stage (7-11 years
old)4. Formal Operational Stage (11-15 years
old)(Brainerd, 1978).
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Sensorimotor StageSensorimotor Stage
• In this period, intelligence is demonstrated through motor activity without the use of symbols.
• Knowledge of the world is limited (but developing) because it is based on physical interactions and experiences.
• Some symbolic abilities are developed at the end of this stage.
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6 Stages of Sensorimotor Stage6 Stages of Sensorimotor Stage
1. Modification of reflexes (0-1months) Strengthens and
differentiates reflexes
2. Primary Circular Reaction (1-4 months) Circular pattern of
having a stimulus and responding
Focus is on own body
3. Secondary Circular Reaction (4-8 months)Focus is on the outside
world
4. Coordination of Secondary Schema (8-12 months)Goal oriented behaviorApply ability to other
things
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6 Stages Continued6 Stages Continued5. Tertiary Circular Reaction
(12-18 months)Active potentialExplore object’s potential
6. Invention of New Means through Mental Combinations (18-24 months)Child moves from overt to
covert thoughtsThe child can use mental
representation instead of physical objects (Piaget, 1952; Brainerd, 1978).
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Preoperational StagePreoperational Stage(2-7 years old)(2-7 years old)
• In this period, intelligence is demonstrated through the use of symbols.
• Language use matures.• Memory and imagination are developed.• Thinking is done in a non-logically
nonreversible manner• Ego centric thinking predominates
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Pre-Operational Stage ContinuedPre-Operational Stage Continued
• Semiotic Function– Language develops– Uses symbols to
represent ideas– Verbal and written
language develops• Egocentrism
– It is all about them– They can not
differentiate between themselves and the world
• Rigidity of Thought– Centration: focus on
one aspect of an object
• Semi-logical Reasoning– They get the general
idea• Limited social
cognition
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Preoperational Stage ContinuedPreoperational Stage Continued• Morality of Constraint
– No bending of the rules
• Morality of Co-Operation– They bend the rules a
little bit
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Concrete Operational Stage Concrete Operational Stage (7-11 years)(7-11 years)
• Operation: internalized action part of organized structure.
• Mentally carried out actions• Intelligence is demonstrated through
logical and systematic manipulation of symbols related to concrete objects.
• Egocentric thought diminishes.• Operational thinking develops.
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Concrete Operational Stage Cont’dConcrete Operational Stage Cont’d
• Piaget’s Water Conservation Task
• Consist of two beakers of different sizes, one with water
• Demonstrates the following:– Reversibility-pour
water in beaker of different size and realize that it is still the same amount.
– Compensation- even though one beaker is taller than the other, water is higher because the glass is thinner
– Addition and subtraction
– Starts out with liquid, then mass, then space
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Formal Operational Stage Formal Operational Stage (11-15 years old)(11-15 years old)
• Intelligence is demonstrated through the logical use of symbols related to abstract concepts.
• There could be a return to egocentric thought early in the period.
• Many people do not think formally during adulthood.
• Many people do not make it to this stage.
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Formal Operations Continued Formal Operations Continued
• Children formulate hypothesis by taking concrete operations and generate hypothesis about logical relations
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Cognitive EquilibriumCognitive Equilibrium
• Balance between organization and adaptation– Always organized can
lead to little or no growth
– Always adapting can lead to little or no knowledge (Piaget, 1952; Brainerd, 1978).
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Cognitive AdaptationCognitive Adaptation
• Allows the child to erect more and more cognitive structures through either– Assimilation: fit reality into current cognitive
organization– Accommodation: adjust cognitive organization
to fit reality (Piaget, 1952; Brainerd, 1978).
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How Piaget’s Theory How Piaget’s Theory Impacts LearningImpacts Learning
• Curriculum: Educators must plan a developmentally appropriate curriculum that enhances their student’s logical and conceptual growth.
• Instruction: Teachers must emphasize the critical role that experiences, or interactions with the surrounding environment play in student learning (Bybee & Sund, 1982).
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ReferencesReferences
• Brainerd, C. (1978). Piaget’s theory of intelligence. Englewood Cliffs: Prentice Hall.
• Bybee, R. & Sund, R. (1982). Piaget for educators (2nd Ed.). Columbus, OH: Charles Merrill.
• Piaget, J. (1952). Autobiography. In E. Boring (ed) history of psychology in autobiography (4). Worcester, MA: Clark University Press.
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Thank You all…!