Analysis Of Piaget's Stages Of Cognitive Development

Fisher-Price Jumperoo Rainforest is one of the toys from group A, the targeted age range of this toy is birth to 12 months. According to Piaget’s Four Stages of Cognitive Development, it should be in sensorimotor stage. At this stage the infant is only a purely natural creature, they have no real knowledge about the world, past or future. Infants can only touch and watch, they cannot be logical reasoning. At the end of this stage, there are two cognitive accomplishments infants should have mastered: Object Permanence and Goal directed behavior. First cognitive accomplishment is object permanence, it means infant will know someone or something is still existing even if they cannot see or touch. For example, you hide a toy in front of an infant,

Jean Piaget is a key figure for development, focusing on cognitive constructivism – that being that we must learn from experience and development, building on knowledge that has already been developed. The strengths and weaknesses of Piaget 's cognitive development theory will be discussed.

Once you have raised your virtual child through age 5, respond thoroughly to the following questions.

Piaget (1936) was the first psychologist to make a systematic study of cognitive development; contributing a theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities (McLeod, 2009). Analysing of this information indicates that Piaget undertook multiple educational studies, which undoubtedly helped with the creation of his theory. Questions could be asked in relation to this theory, for example, what were the specifics of these theories and how do they support child development? The theory can be implemented into teaching practices however there maybe strength and weaknesses as a result.

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

A well-intentioned, but meddling, relative comes to visit the weekend before your child's first birthday, in April. She cautions you that you must be spoiling the child, because he hides behind your leg and clings to you when she tries to give him a hug, and he did not do this when she visited at New Year's. How will you explain what is happening with your child? The situation can be described as Piaget’s Stages of Cognitive of Development, where the the little boy might be going through stranger anxiety. To defend the little boy, the parent must explain that he is going through stranger anxiety, in which is a fear of unfamiliar people. He doesn’t know this aunt well enough to form a sense of comfortability to her. A great way to ease the issue is for the parent to interact with the aunt, so the toddler can see she is harmless.

According to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. “He was mainly interested in the biological influences on “how we come to know’” (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’s mental abilities during different periods of development, especially in terms of logical-mathematical intelligence, and that it was our ability as humans to think abstractly that differentiated us (Science and Cognitive Development). There are three elements of Piaget’s cognitive development theory: schemas, the adaptation process and stages of development. Schemas are basically mental templates of knowledge that individuals use to help make sense of the world around them. The adaptation process which allows for the transition from one stage to another, including assimilation, accommodation and equilibrium and the stages of development in which each child must pass through.

Today was another day where one of the children was crying because she missed her mom. The child and her mom entered the room during story time and the child did not want to let go of her mom. When I noticed this I called the child in her primary language which is Spanish. As I spoke to her in Spanish, she let go of her mom’s hand and sat next to me. I felt happy to see that after her mom left she did not cry. I was able to realize that this child felt more comfortable when I would use her primary language. Once we were all released to the center tables, the child did not want to do any activities, but sit next to me. I would guide her to other activities, but she kept saying, “No, I miss my mommy.” As I kept seeing this reaction from her,

The first stage is called the Sensorimotor stage. It occupies the first two years of a child's life, from birth to 2 years old. It is called the Sensorimotor stage because in it children are occupied with sensing things and moving them. From these activities they learn what makes things happen, what the connections are between actions and their consequences. They learn to grasp and hold and what happens when they let go.

According to Piaget (1929, 1954, 1963), the process of adaptation helps us to understand how a child constructs his/her world. Taking Piaget's theory of Cognitive Development with particular focus on the Sensori-Motor stage of development, I am going to discuss how understanding this stage might influence me when working with a baby as a nursing student in the future.

The child I observed for the project was my five year old cousin. The activity I observed her doing is playing dress up. She likes to dress up as batgirl, wear capes, and dress up as Elsa from Frozen because they both have brown hair. This is a prime example Piaget’s preoperational state of cognitive development. This stage is described as when a child uses symbolic thinking, use of proper syntax and grammar to express full concepts. When she comes to our house she also enjoys riding her bike, coloring, playing games, and playing at the park. My mom helps her make homemade play doe; this allows her to learn how to make things. The combinations of those activities are good for intellectual, emotional, and physical growth.

Tim is most likely withdrawn because of his traumatic experience as a young child. From the start of Tim’s life, he is already predisposed to an idea of abandonment with the type of relationship he had with his birth mother the first few years of his life. Tim’s mother going into the role of more so a sibling than parental figure most likely set the stage for these ideas of the instability of relationships. Though he was successful with his grandma, the household dynamic was set up in a confusing way for a young child. Without the full understanding of the situation and these dynamics, left Tim to come up with his own idea of his role in the family. According to Piaget’s stages of cognitive operations, at this time in Tim’s life he would

Naylee explored the world around her new setting at daycare, but not always mixing in with the other children. Assuming this was due to the new setting that she was in I allowed her to become familiar with the setting. I would facilitate by trying to engage her in a game the others were playing. Naylee began to engage with the others only if there was a teacher there to encourage her. As we noticed her interacting with others we noticed her type of play was very aggressive. She would take toys away, push and hit the other children. It was getting so bad that unless we were by her side she would continue this inappropriate behavior. It was getting so bad that parents were coming in saying their child didn’t want to come to school because they were afraid of Naylee. After speaking with the single mom several times, I learned she was working evenings. The child was at daycare all day, so mom could sleep or attend classes to become a paramedic, Naylee was with a sitter in the evening. The sitter was her mom’s boyfriend. Naylee was unable to relate to her peers because she was unable to understand certain social situations. She had very little experience playing with other children until coming to daycare. A very vocal 3 years old, Naylee would share with the teachers movies she watched with mom’s boyfriend at night. Totally inappropriate movies,

Piaget confirms “Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities” (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normal birth. His baby stage and growth period were also normal. However, Piaget states “Progression from one stage to the next is a function of both biological maturation and the child’s experience and action in the environment” (as in Greene, 2009, p.145). Victor may have also experienced some difficulty understanding if and when his father would return to the family. Piaget states “reversibility is the ability to follow a line of reasoning back to where it started” (as in Greene, 2009, p. 146). During the concrete operational stage Victor may not have been able to separate his longing for his father from realizing that he was being provided for. Although his parents tried to keep him out of the details of their financial struggles he struggled to fit in. Piaget states “Development proceeds from logical thought to logical thought, when applied to concrete problems, objects or events” (as in Greene, 2009, p.146).

In the 21st century, most caregivers know how children grow and develop. They are also aware of the social, cognitive and cultural factors that influence infants and children in their development. There are numerous theories that have been developed to explain the patterns of cognitive and language development in children. The most popular theory that provides the framework used in this analysis of infant and child psychology is Piaget’s stages of cognitive development and Vygotsky’s sociocultural theories.