Jean Piaget 's Theory Of Cognitive Development

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Background of Theorist: The know renown Swiss clinical psychologist Jean Piaget was Jean Piaget, a Swiss clinical psychologist was the main theorist to develop the theory of cognitive development (Woolfolk & Margetts, 2016). He was born on August the 9th 1896 in Neuchatel, Switzerland where he would spend his childhood growing up with his family (Kohler, 2014). The relationship Piaget had with both his parents was an ambivalent yet fundamental one, as the respectful yet fearful relationship he had with his father and his urge to stay away from his mother’s temper issues had allowed him to isolate himself and focus on prospering in his studies, thus making him the success he is today (Kohler, 2014). Main principles of learning theory: …show more content…

Furthermore, for children to think symbolically, it can demonstrate that the child has progressed from the previous stag and too, their thinking ability (Woolfolk & Margetts, 2016). However, a child’s thinking ability at this stage does not dramatically increase, as they are set back with the follow characteristics of: centration, irreversibility, egocentrism and animalistic thinking which limit their thinking abilities. Concrete operational: The concrete operational stage is the third stage in a child’s cognitive development and occurs between the ages of 7-11 years of age. In this stage, children are now able to come to term with the world and information given to them with more logical perspective and thinking style (Woolfolk & Margetts, 2016). Also, children’s thinking at this stage has developed drastically from the last two stages as they are not only thinking logically, but are able to understand: compensation, reversibility and conservation, classification and serialisation (Woolfolk & Margetts, 2016). Formal operational: The formal operational stage is considered the very last stage in a child’s cognitive development as it starts at the age of 12 and continues all the way throughout adulthood. By this stage, all the previous knowledge and schemes created in all the past stages are still being used and help develop the remaining characteristic that they will obtain (Woolfolk & Margetts, 2016). Children are now able to use:

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