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The document discusses Jean Piaget's theory of cognitive development. It outlines the four stages of cognitive development according to Piaget: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. Key features of each stage are described.

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28 views

Presentation 3

The document discusses Jean Piaget's theory of cognitive development. It outlines the four stages of cognitive development according to Piaget: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. Key features of each stage are described.

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ughmenleigh
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PIAGET’S COGNITIVE

DEVELOPMENT
Jean Piaget (1896-1980) History
Born: August 9, 1896, Switzerland

Died: September 16, 1980 (Age 84)

Parents: Eldest son of Arthur Piaget and Rebecca


Jackson

Education: Received Ph.D. from university of


Neuchatel in 1918

Wife: Married to Valentine Chatenay in 1923

Children: 3 children namely Jacueline, Lucienne,


Laurent whose intellectual development from
infancy to language was study by Piaget.
INTRODUCTION
• Jean Piaget (1896-1980 ) was one of the most 20 th century most influential researchers in the area of
developmental psychology.

• He was originally trained in the areas of biology and philosophy and considered himself and “Genetic
Epistemologist”

• Piaget wanted to know how should children learned through their development in the study of
knowledge.

• Piaget’s theory is based on the idea that the developing child builds cognitive structures (schemes
used to understand and respond to physical environment).

• He believed the child’s cognitive structure increased with development.

• Piaget’s theories of infant developed were based on his observations of his own three children.
What is Cognition?

• The term cognition is derived form


latin word “cognoscere” which means
“to know” or “to recognize or “to
conceptualize”.

• Cognition is “the mental action or


process of acquiring knowledge and
understanding through thought,
experience, and the senses.
WHAT IS COGNITIVE DEVELOPMENT?

• Cognitive development is the emergence of the


ability to think and understand. The acquisition of
the ability to think, reason and problem solve. It is
the process by which people thinking changes
across the life span. It is growing apprehension
and adaptation to the physical and social
environment.
SENSORIMOTOR STAGE
(Birth to 2 years)

•This stage is characterized by the absence of language.


Because the children have no words for things, objects cease
to exist when children are not directly dealing with them.
Interactions with the environment are strictly
sensorimotor and deal only with here and now.
PREOPERATIONAL STAGE
(2 to 7 years)
• This is stage begins when the child starts to use symbols
and language. This is a period of developing language and
concepts. So the child if capable of more complex mental
representations. The child in preoperational stage is not yet
able to think logically. This stage is further divided into to
sub stages which is preconceptual stage and intuitive stage.
Two Subdivisions of Preoperational Stage

Preconceptual stage (2-4 years)


Increased use of verbal presentation but speech is egocentric. The
child uses symbols to stand for actions: a toy doll stands for a real
baby or the child role play mommy or daddy.

Intuitive stage (4-7 years)


Speech become more social, less egocentric. Here the child base on
their knowledge on what they feel or sense to be true, yet they
cannot explain the underlying principles behind what they feel or
sense.
The following are key features of this stage:

•Egocentrism: The child thought’s and communication are


typically egocentric about themselves and their point of view.
“If I can’t see you, you can’t also see me”. It is the inability to see
the world from anyone else’s eyes. It is well explained by Piaget
as Three Mountains Task.

•Animism: Treating inanimate objects as living ones. Example,


children dressing and feeding dolls as if they are alive.

•Concentration: The process of concentrating on one limited


aspect of a stimulus and ignoring other aspects. It is noticed in
conservation. Conservation on the other hand is the knowledge
that quantity is unrelated to the arrangement and physical
appearance of objects. Children at this stage are unaware of
Conservation.
CONCRETE OPERATIONAL STAGE
(7-12 years)

This stage is characterized by the ability of the child to


think logically but only in terms of concrete objects. A
child thought processes become more mature and “adult
like”. Abstract reasoning ability and ability to generalize
from the concrete increases.
The Concrete Operational stage is characterized by the appropriate use of logic.
Important processes during this stage are:

• Seriation: the ability to sort objects in an order according to size, shape or any
other characteristic. Example, If given different-sized objects the may place them
accordingly.

• Transitivity: the ability to recognize logical relationships among elements in a


serial order. Example, If A is taller than B and B is taller than C, then A is must
taller than C.

• Classification: the ability to name and identity sets of objects according to


appearance, size or other characteristic, including the idea that one set of objects
include another.

• Decentering: where the child takes into account multiple aspects of a problem to
solve it. For example, the child will no longer perceive an exceptionally wide but
short cup to contain less than a normally wide, taller cup.
• Reversibility: the child understand that numbers or objects can be
changed, then returned to their original state. For example, the child
will rapidly determine that if 4+4=8 then 8-4=4, the original quantity.

• Conservation: understanding that the quantity length or number of


items is unrelated to the arrangement or appearance of the object or
item.

• Elimination of egocentrism: The ability to view things from another’s


perspective.

• The child performs operations: combining, supplying, multiplying,


separating, dividing, repeating etc.
FORMAL OPERATIONAL STAGE
(adolescence to adult)
• Thinking becomes more logical. They now solve problems and
hypothesize. Skills such as logical thought, deductive reasoning,
and systematic planning develop inductive as well as deductive
logic. This child’s way of thinking is at its most advanced,
although the knowledge it has to work with will change.
Hypothetical Reasoning: the ability the ability to come up
with different hypothesis about a problem and to gather
weight data in order to make a final decision or judgement.

Analogical Reasoning: This is the ability to perceive the


relationship in one instance and use that relationship to
narrow down possible answers in another similar situation
or problem.

•Deductive Reasoning: This is the ability to think logically by


applying a general rule to a particular instance or a situation.
THANK YOU FOR
LISTENING!
GROUP 2A

DEVIN CAYABYAB
ALLYSSA DE GUZMAN
ANGELICA DE GUZMAN
JERMALYN DE GUZMAN
SHARIFFA MAE DE GUZMAN
ALTHEA DE VERA
MARY GRACE DE VERA

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