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PIAGETS-Cognitive-Development-Theory

Piaget's Cognitive Theory of Development outlines key concepts such as schema, assimilation, accommodation, and equilibration, which are essential for understanding how children adapt to their environment. The theory is divided into four stages: sensori-motor, pre-operational, concrete-operational, and formal operational, each characterized by distinct cognitive abilities. The principles derived from Piaget's findings emphasize the importance of age-appropriate learning activities and engaging teaching methods to facilitate cognitive development.

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Blythe Zylle Leinre
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3 views

PIAGETS-Cognitive-Development-Theory

Piaget's Cognitive Theory of Development outlines key concepts such as schema, assimilation, accommodation, and equilibration, which are essential for understanding how children adapt to their environment. The theory is divided into four stages: sensori-motor, pre-operational, concrete-operational, and formal operational, each characterized by distinct cognitive abilities. The principles derived from Piaget's findings emphasize the importance of age-appropriate learning activities and engaging teaching methods to facilitate cognitive development.

Uploaded by

Blythe Zylle Leinre
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PIAGET’S COGNITIVE THEORY OF DEVELOPMENT

Objectives:
1. Explain the salient concepts and principles of Piaget’s Cognitive Theory of Development
2. Apply this theory in the classroom situation.
 Piaget’s Cognitive Theory Of Development is applied widely to teaching and curriculum design specially
in the pre-school and elementary.
Basic Cognitive Concepts
1. Schema –refers to the cognitive structures by which individuals intellectually adapt to and organize their
environment. It is an individual’s way to understand or create meaning about a thing or
experience.
2. Assimilation- This is the process of fitting a new experience into an existing or previously created

cognitive structure or schema


3. Accommodation- This is the process of creating a new schema.
4. Equilibration- is achieving proper balance between assimilation and accommodation.

Piaget’s Stages of Cognitive Development


Stage 1. Sensori-motor Stage- The first stage corresponds from birth to infancy. This is the stage when a child
who is initially reflexive in grasping, sucking and reaching becomes more organized in
his movement and activity. The term sensori-motor focuses on the prominence of the
senses and muscle movement through which the infant comes to learn about himself
and the world.
 Object permanence- This is the ability of the child to know that an object still exists even when out of
sight. This ability is attained in the sensory motor stage.
Stage 2. Pre-Operational Stage- The preoperational stage covers from about two to seven years old,
roughly corresponding to the preschool years. Intelligence at this stage is intuitive in
nature. At this stage, the child can now make mental representations and is able to
pretend, the child is now ever closer to the use of symbols. This stage is highlighted by
the following:
Symbolic function- This is the ability to represent objects and events. A symbol is a thing that
represent something else.
Egocentrism- This is the tendency of the child to only see his point of view and to assume that
everyone also has his same point of view. The child cannot take the perspective of
others.
Centration- This refers to the tendency of the child to only focus on one aspect of a thing or event
and exclude other aspects.
Irreversibility- Pre-operational children still has the inability to reverse their thinking.
Animism - This is the tendency of children to attribute human like traits or characteristics to inanimate
objects.
Transductive reasoning- This refers to the pre-operational child’s type of reasoning that is neither
inductive nor deductive. Reasoning appears to be from particular to particular.
Stage 3. Concrete-Operational Stage- This stage is characterized by the ability of the child to think
logically but only in terms of concrete objects. Age 8-11.

Decentering-This refers to the ability of the child to perceive the different features of objects and
situations. No longer is the child focused or limited to one aspect or dimension. This
allows the child to be more logical when dealing with concrete objects and situation.
Reversibiity- During the stage of concrete operations, the child can now follow that certain
operations can be done in reverse.
Conservation- This is the ability to know that certain properties of objects like number, mass, volume,
or area do not change even if there is a change in appearance. Because of the
development of the child’s ability of decentering and also reversibility, the concrete
operational child can now judge rightly that the amount of water in the taller but narrower
container is still the same as when the water was in shorter but wider glass.
Seriation- This refers to the ability to order or arrange things in a series based on one dimension
such as weight, volume or size.
Stage 4. Formal Operational Stage- In the final stage of formal operations covering ages between 12 and 15
years, thinking becomes more logical. They can now solve abstract problems and can
hypothesize. This stage is characterized by the following:
Hypothetical Reasoning- This is the ability to come up with different hypothesis about a problem and
to gather and weigh data in order to make a final decision or judgment. This can be done
in the absence of concrete objects. The individuals can now deal with “what if” questions.
Analogical reasoning- This is the ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answers in another similar situation or problem.
The individual in the formal operations stage can make an analogy.
Deductive reasoning- This is the ability to think logically by applying a general rule to a particular
instance or situation.

Principles from Paiget’s findings and comprehensive theory:


1. Children will provide different explanations of reality at different stages of cognitive development.
2. Cognitive development is facilitated by providing activities or situations that engage learners and
require adaptation (i.e., assimilation and accommodation).
3. Learning materials and activities should involve the appropriate level of motor or mental
operations for a child of given age; avoid asking students to perform tasks that are beyond their
current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges.

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