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Jean piaget’s Theory and

stages of cognitive
development
Introduction

Development is an improvement in functional


efficiency. Cognition involves thinking and
memory and it is a means to percieve,
comprehending or understanding. Cognitive
development is facilitated by maturity and
environmental interaction.
Piaget’s concept
Piaget studied about how children develop ability
to think logically and scientifically. According to
piaget assimilation and accommodation are
important for effective learning . Assimilation is
adjusting new experiences to fit prior concepts
and accommodation is adjusting concepts to fit
new experiences
The two processes lead to short term learning
as wall as long term developmental changes ,
which is the main focus of piaget’s cognitive
theory.
The four basic elements in cognitive
development are:

- Maturation
- Experience
- Social transmission
- Equilibrium
Stages of cognitive development theory

Piaget stated that development of cognition


occurred through distinct stages. The stages
happened in the same order and no stage is
skipped. These stages are age specific and
include goals that children are expected to
achieve in a stage.
SENSORIMOTER
Motor activity without use of symbols

PREOPERATIONAL
Development of language, memory and imagination

CONCRETE OPERATIONAL
Logical and methodical manipulation of symbols

FORMAL OPERATIONAL
Use of symbols to relate to abstract concepts
Sensorimotor stage : Birth to 2 years

During this stage, infants think using their senses and


motor actions. They learn about the world by touching,
looking, listening or biting things. This stage is
characterised by motor activity without use of
symbols. Cognitive development at this stage is
characterised by goal directed behaviour , object
permanence concept, mental representation, cause
and effect relationship and coordinated spaces.
REFLEXES
(Upto 1 month) Understanding environmental through reflexes

PRIMARY CIRCULAR REACTIONS


(1- 4 Months) New schemas and sensation are combined

SECONDARY CIRCULAR REACTIONS


(4-8 Months) Awareness that their actions influences their environment

COORDINATION OF REACTIONS
(8-12 Months) Exploring environment and imitation

TERTIARY CIRCULAR REACTIONS


(12-18 Months) Experiment new behaviour

EARLY REPRESENTATIONAL THOUGHTS


(18-24 Months) Recognizing symbols that represent objects
Preoperational stage : 2 to 7 years
Cognitive development at this stage is characterised by
transductive reasoning, animism, artificialism egocentrism,
symbolic functioning, Centration, irreversibility, curiosity and
seriation.

- Transductive behavior: Child starts to associate two


separate events which are otherwise unrelated. They
fail to understand cause and effect relationship.
- Animism: Child believes that inanimate objects have
life and are capable of actions.

- Artificialism: Child believes that environmental objects are


controlled by people.

- Egocentrism: Child believes that other see, feel and think


exactly the same as him/ herself.

- Symbolic functioning: Child develops the ability to make


use of symbols in communication.
- Centration: Child develops the ability to focus attention
on only one aspect of a situation at a time.

- Irreversibility: A child cannot reverse in mind what he/ she


does or knows.

- Curiosity: Child begins to ask a lot of questions because


of curiosity.

- Seriation: Child does not have the ability to classify


things into categories.
Key behaviors during preoperational stage:

Child develops ability to think on two levels


simultaneously- imaginative and realistic. Important
behaviours which develop during this period are:

-Imitation
-Symbolic play
-Drawing
-Mental imagery
Concrete operational stage: 7 to 11 years
Children at this stage apply logical thinking.
Cognitive development at this stage is characterised
by logical thinking, decentration, reversibility, cause
and effect relationship, classification, transitivity.

- Logical thinking: illogical thinking like animism ,


atrificialism, irreversibility are replaced by logical
concrete thinking process.
- Decentration: Now child develops the ability to focus
attention on many aspects of a situation simultaneously.

- Reversibility: child can reverse the thought in their minds.

-Cause and effect relationship: children develops the


concept that there is a cause for some event.

- Classification: child develops the ability to arrange


things according to some order.

- Transitivity: child arrives to some conclusions by


combining relations logically.
Formal operational stage: age 11 and beyond

Cognitive development at this stage is characterised


by abstract thinking , deductive reasoning, problem
solving, hypothetical thinking.

- Abstract thinking: Children begin to imagine and


predict the possible outcome of actions and develop
long term planning.
-Deductive reasoning: child develops the ability to
use a general rule to determine specific outcome

- Problem solving: Child is now able to solve a problem in a


logical and methodical way.

- Hypothetical thinking: Child can guess about the possible


outcomes.
-Educational implications of piaget’s theory

Piaget’s theory suggested developmentally appropriate


education with environment, curriculum, material and
instruction are consistency with student’s physical and
cognitive abilities. Children learn about the world by
taking part in activities. So he emphasized the
importance of discovery learning- freedom to explore
and discover knowledge
At sensorimotor stage, when senses and motor skills are
used to explore the environment- verbal interactions and
object rich environment is beneficial.
During preoperational stage, when logical reasoning has
not formed, the teacher should use schemas necessory
for logical thoughts.
In concrete operational stage, interactions with concrete
materials are provided, since abstract thinking has
developed.
During formal operational stage, abstract concepts can be
taught.
CONCLUSION:

Piaget’s cognitive theory can be incorporated into


any education program. Prop and other aids should
be used to support learning. It is important to keep
simple and short. Intellectual development is not a
quantitative process, i.e. not adding information to
existing knowledge. Instead , development is a
qualitative change, gradually processing information
and change existing understanding accordingly.
THANK
YOU
Submitted to: Dr.Deepika vig
Submitted by: Jaswinder kaur gill
(l-2021-CSc-07-BIV)
Riya
(L-2021-CSc-12-BIV)

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