Piaget And Vygotsky's Four 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’s theory of cognitive development proposes that the developmental process of a child is the result of their brains maturity, their nervous system, and environmental factors. He believes the foundation of a child's ability to learn is through discovery learning (Gordon & Browne, 2016). Piaget suggests that a child’s logic of thinking is different from that of an adults. Children’s cognitive performance is directly related to the stage of development that they are in currently. Additionally, these stages are divided into sub-stages to provide greater insight into a child’s cognitive growth process. The initial stages of development is considered a difficult point to try to determine a child’s developmental

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.

Most of the criticism of Piaget’s work is in regards to his research methods. A major source of his inspiration for the theory was based on his observations of his own children. And because of this small sample group, people believe that it is difficult and incorrect to generalise his findings to a larger population. Similarly, many psychologists believe that Piaget underestimated the age which children could accomplish certain tasks and that sometimes children understand a concept before they are able to demonstrate their understanding of it. For example, children in the Sensorimotor stage may not search for a hidden object because their motor skills are not developed, rather than because they lack object permanence. This has been supported by evidence from Bower & Wishart (1972). They found that the way that an object is made to disappear influences the child’s response. As well as this, Piaget’s theory has been said to overestimate that every child and adult reaches the formal operational stage of knowledge development. Dasen (1994) claims that only a third of adults ever reach this stage.

Object permanence is a concept that was proposed by Jean Piaget, a highly influential infancy researcher (Piaget & Cook, 1954). Object permanence is the ability to perceive that an object still exists even when the object is no longer observed (Keen, Berthier, Sylvia, et al., 2008; Krøjgaard, 2005; Shinskey, 2008; Piaget & Cook, 1954). The concept of object permanence develops during infancy, specifically within the first two years of life (Keen, et al., 2008). Piaget theorized that infants were not fully able to achieve object permanence until eighteen to twenty-four months of age, but that the development of object permanence was proposed to begin at eight to nine months (Keen, et al., 2008; Carey, & Xu, 2001; Streri, de Hevia, Izard, & Coubart, 2013; Piaget & Cook, 1954). Recent studies have demonstrated that infants as young as two and a half months are capable of object permeance (Streri, et al., 2013).

“According to Piaget’s Theory of Cognitive Development, it states that all children go through specific stages as their brain matures. It also stated that these stages are completed in a fixed order within all children, according to their range of age (Atherton).” In other words, one cannot expect a two month old baby to solve simple math problems as that of a five year old. There are four stages in which Piaget grouped the development of a child according to their age groups, in which children interact with people and their environment. The sensorimotor stage (birth until age 2) children use their senses to explore their environment. During this stage, children learn how to control objects, although they fail to understand that these objects if not within their view continue to exist. The preoperational stage (2 until age 7) children are not able to see other's viewpoints other than their own. In other words, if the same amount of water is poured into a short wide glass and then a tall thin glass the child will perceive that the taller glass has more water because of the height. The concrete operational stage (7 until 12) children begin to think logically, but only with a practical aid. The last stage of Piaget’s cognitive theory is the formal operation stage (12 through adulthood) in which children develop abstract thinking and begin to think logically in their minds (Piaget).

     Piaget proposed that object permanence doesn’t develop until during what he identifies as the sensorimotor stage. The sensorimotor stage he identifies as being from birth to about two years of age. Piaget broke the sensorimotor stage down into six sub stages. Piaget also broke down the idea of object permanence according to the sub stages of the sensorimotor stage. During the first stage of object permanence which is roughly between the ages of birth to one month old, an infant will look at an object only while it is directly in front of their eyes. However, if an object was to move to the left of right of an infants direct line of vision, the infant would no longer look at the object. During the second sub stage which lasted from one to four months, Piaget said that infants will look for an extended period of time to an area where an object had disappeared from. He said that an infant will not however, follow the object if it were to move out of their line of sight. In the third sub stage which is between the ages of four and eight months, an infant will anticipate where a moving object will go and they will begin to look for the object there. They will only do this though if the object is partially visible, they will not make

Piaget investigated children’s cognitive development by administering sets of experimental tasks and that typically children achieve these stages at certain ages. Children’s performance on these tasks reflected their stage of development and these tasks have come to be seen as classic experiments in developmental psychology. He was carrying out a set of controlled tests. Children's understanding varies according to the different areas..

Adolescence is the transition between childhood and adulthood (Berk, 2014, p. 361). During adolescence, children and teenagers begin to form their identity, establishing who they are based on their values and goals (Berk, 2014, p. 361). Adolescence typically begins with puberty and is followed by changes in motor and cognitive development (Berk, 2014, p. 362). During adolescence, teenagers often experience Piaget’s Stages of Cognitive Development, Erikson’s Theory of Development, and Kohlberg’s 3 Levels of Moral Development. These theories and ideas have helped form the basis of normal adolescent development. Piaget’s Stages of Cognitive Development describes how the use of more advanced and abstract thinking occurs in a sequence for all children,

While interviewing the subject and thinking back over what I already know about Piaget's stages of cognitive development. Apparently the subject demonstrated many characteristics from the preoperational stage of Piaget development. Not just by his age but mainly how he responded to certain questions.Each question that I asked he thought about it first then gave me an answer based on how he processed the information. Although the type of question changed he still kept the same mindset in the way he

An object is a form of matter which continuously exists in time and space. This fact is known to adults, however, the question of whether infants share the concept of objects as temporally and spatially continuous has raised many contradictions across the field of cognitive and developmental psychology. Jean Piaget’s theory of cognitive development (1954) states that the acquisition of object permanence—the recognition that objects do not cease to exist out of sight—begins in infancy at around the age of 8 to 9 months old, identified as stage four. Preceding that, infants are said to view objects without permanence and see them as “mere image[s] which re enters the void as soon as it vanishes, and emerges from it for no objective reason” (1954, p. 11). The development of object permanence, and ergo understanding that events occur in the world independently of one 's own actions, signals the transition from the sensory motor stage to the next stage of development, pre-operational. Investigations into the validity of Piaget’s theory on infant cognition have produced conflicting results (Wellman, Cross, Bartsch, & Harris, 1986). Although numerous tests on object permanence acquisition have been conducted and accepted (see Gratch, 1975, for a review), a general consensus regarding the inaccuracy of the age of acquisition is also evident. Numerous research indicates object permanence being demonstrated

The three adaptive processes for cognitive development are assimilation, accommodation, and equilibrium. These are three agents

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.