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Piagets Preoperational Stage Major Terms

Jean Piaget's cognitive development theory outlines four stages of cognitive growth in children, emphasizing that their thinking processes differ qualitatively from those of adults. The stages include Sensorimotor (0-2 years), Preoperational (2-7 years), Concrete Operations (7-11 years), and Formal Operations (11-adult), each characterized by specific cognitive achievements and limitations. Key concepts in the Preoperational stage include egocentrism, centration, and conservation, highlighting children's challenges in understanding perspectives, categorization, and the permanence of quantity.

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6 views4 pages

Piagets Preoperational Stage Major Terms

Jean Piaget's cognitive development theory outlines four stages of cognitive growth in children, emphasizing that their thinking processes differ qualitatively from those of adults. The stages include Sensorimotor (0-2 years), Preoperational (2-7 years), Concrete Operations (7-11 years), and Formal Operations (11-adult), each characterized by specific cognitive achievements and limitations. Key concepts in the Preoperational stage include egocentrism, centration, and conservation, highlighting children's challenges in understanding perspectives, categorization, and the permanence of quantity.

Uploaded by

Shania Burris
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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JEAN PIAGET’s Cognitive development theory

Cognition: mental process associated with learning, understanding, knowing, thinking, imagining, reasoning
and creativity. Children think and learn in ways that are associated with certain age periods, and are quite
different from adults. The mental activities of the young children differ qualitatively and in a predictable way,
from the mental activities of older children and adults.

Approximate Age Stage Cognitive Achievements

0-2 Sensorimotor Distinction between self & other objects


Object permanence
Ability to think about things
Purposeful & planned behavior
Mental trial – and – error

2-7 Preoperational Use of Symbol, mental images, imagination, language,


(views world in terms of self) self - awareness.
Thinking: literal, concrete, present tense, absolute.
Reasoning: animism
Judge action by consequence of self

7-11 Concrete Operations Reduction in egocentrism


More logical & less intuitive thinking
Clear distinction between fantasy & reality
Strategies for problem solving, remembering, concentrating,
Understanding of relation between space, speed, &
distance Understanding that rules are arbitrary and
changeable

11-adult Formal Operations Ability to deal with abstract ideas


Understanding of general ethical principles
Ability to reason about rules & regulations

Piaget’s Preoperational Stage Major Terms

1. Egocentrism – A lack of awareness that there are viewpoints other than one’s own.
2. Egocentric Speech – Using language just for practice: speaking to oneself & no aim to communicate
3. Centration – A child’s tendency to focus attention on a single feature of an object of situation.
4. Decentration – Moving away from egocentrism
5. Conservation – The concept that the quantity or amount of something stays the same regardless of
changes in its shape or position.
6. Irreversible – A child is unable to retrace steps to examine a conclusion already formed.
7. Animism – The belief that things have human properties.
Preoperational children’s thinking is: Concrete, Irreversible, Egocentric, Centered, Focused on the present
Preoperational children have trouble with:

1. Classification – putting together those events or objects that go together.


2. Seriation – The ability to order objects in a group according to some size, weight, or brightness
(sequences).
3. Time & Space relationships

Child Growth and Development Video Worksheet


COGNITIVE DEVELOPMENT – AGE 2 ½ TO 6

1. PIAGET’S INFLUENCE – Review of all stages


● Piaget believed that the ______________ and ______________ of information changes as the
child matures and has more experiences – not just what or how much is known
● The quality and number of _____________ increases
2. THE CHILD IN THE PREOPERATIONAL STAGE
● Is capable of _________ ____________________

● Does not understand ___________ ____________ like __________ and ________

● Cannot focus on more than one _________ of a situation


Characteristics of this stage:
● _____________________________ - child perceives events only as they are affected by them and
believes that everyone else has the same experience.
● _____________________________ - the child has difficulty with thinking that requires reversing a
process or the order of things
● _____________________________ - the child experiences life as a series of separate unrelated events
and can’t see the connection between events
● _____________________________ - is the ability to group objects into categories based on common
features such as color, shape, use. The child in this stage has difficulty sorting based on two factors at
once.
● _____________________________ - the process of arranging objects according to quantitative or
qualitative differences of some factor. The child at this stage can construct a small series.
● _____________________________ - the understanding that the quantity of an item remains the same
even if appearance is changed. Preoperational children do not understand this – they “fail to
conserve.”
● _____________________________ - children in this stage have difficulty separating fact from fantasy.
TV programs, cartoons and dreams may seem real. They may develop fears of scary monsters. They
may believe that saying something makes it true.
● _____________________________ - children in this stage may believe that inanimate objects think
and have a will of their own.
● _____________________________ - children in this stage value routine and ritual. They may believe
that the ritual ensures a desired outcome (example: “I have to put my teddy on this side of the pillow,
and my bunny on that side of the pillow so I won’t have bad dreams.”)

3. LANGUAGE DEVELOPMENT
● There is a major explosion of language between ages ___ and ____

● Children learn new v ___________________and rules of g_____________. They spend years


mastering the conjugation of verbs.
● There is a major connection between language and ___________________.

● At all ages children can______________ more than they can________________.

● In preschool years, children learn that language can be used to discuss events and feelings.
They become conversationalists.
● Some developmentally normal stuttering may occur, because ________________
_________________________________________________________________.
● Children in bilingual homes can master both languages by age three.

● The most important thing for language development is for the child to have frequent contact
with warm caring adults who model good language and talk at a level and pace the child can
understand.

COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

Language

Write the answers using the information located in the study guide

1. Explain what the term fast mapping means?

2. Why are preschoolers able to acquire labels for objects faster than toddlers

3. Is it true that modifiers that are related to one another are the easiest to learn?

4. Explain why 3-year olds can often be heard saying such things as, “I runned,” or “My toy breaked.”
What is this early language error called?
A.______________________________________________________________________

B.______________________________________________________________________
5. True or false: Although preschoolers acquire many new words, they are not yet capable of grasping the
meaning of metaphors.

6. True or false: By the end of the preschool years, children have mastered most of the grammatical
constructions of their language.

7. True or false: The idea of a built-in language processing device has been universally accepted by
researchers.

8. True or false: Preschoolers are not yet capable of interacting completely in face to face conversation.

9. True or false: Having an older sibling may slow the development of pragmatic language.

10. Define the terms syntactic and semantic bootstrapping.

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