Piaget Cognitive Theory

The third stage is the Concrete Operational Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or operational thoughts for the child. Their thinking becomes less egocentric, and the child can now understand that although the appearance of something changes, the “thing” itself does not. For example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as there were before, even though it looks different.

In the present century, there is a disagreement between scholars and educators as to the importance of developmental psychology and its application in the mainstream classrooms. It is common notion in the educational realm that children undergo the process of learning to think and thinking to learn. Piaget’s theory of cognitive development has played a vital role in defining the concept and practice of education. Piaget’s theory lays much focus on the concept of developmentally appropriate education (Karpov, 2006). In other words, the practice of education should be in an environment that offers a suitable curriculum, learning materials and instructions that are responsive to the unique physical, cognitive, social and emotional needs of the learners as outlined by the edTPA assessment handbook (2013). Furthermore, the Piagetian theory defines many models of curriculum and instructions and has been instrumental in the constructivist approaches to learning. On that note, this research paper will provide insights into the application and implication of Piaget’s theory of cognitive development on education and pedagogy. Also, the paper will provide real life educational experiences to illustrate the application of the Piagetian theory of cognitive development.

During stage three, or the concrete operational stage, children can now reason logically about concrete events and classify objects into different sets. This stage consists of children who are older in age. These children are between the ages of seven and eleven. Concrete operational thinkers though cannot image the steps needed to complete a math equation. This is because it would require a level of thinking that is too nonconcrete for this stage of development. An example of this stage uses the same experiment in stage two with the liquids, which I believe is easy to understand because it is already been experimented with just at a

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.

Throughout history, many brilliant minds have made impactful contributions in Psychology which have shaped our understandings of the human mind and our behaviors. Jean Piaget was by no means an exception. Piaget was a clinical psychologist known for his pioneering work in child development. He was the first psychologist to make a systematic study of cognitive development. Over the course of his later career in child psychology, he identified four stages of mental development that took into account young people 's development from basic object identification to highly abstract thought. This paper will focus on Piaget’s life history and personality, as well as his theory on the cognitive developmental stages, its purpose, and its applications during his lifetime and now.

leaves and their texture, he then started to using his fingers to crush the dried leaves and twirling the stem in his finger using his fore finger and thumb. He is using his small muscles in fingers for activities.

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.

It is never too early to begin teaching orientation and mobility skills to an infant. Without early intervention, a child may lack the awareness and therefore initiative to move their bodies and explore their environment independently. Early intervention of orientation and mobility skills is the catalyst to encourage sensory and motor development, self-concept, as well as cognitive, social and language development. A future life of independence is dependent on these critical developmental skills.

Physical changes occur immediately after the birth of an infant, and happen over his or her lifespan, particularly from infancy to childhood. He or she first learns to roll over (typically by 3 months), then to sit (usually by 6 months), then to stand holding on (usually 6.5 months), then to creep and then to walk (usually by 12 months), and then to walk up steps (usually by 17 months). By one estimate, from 3 months to 15 months, new neural connections of an infant are formed in the infant’s brain, and old ones removed, at an astonishing rate of 100,000 per second (Rakic, 1995). However, changes in human occur not only during infancy, but also through their whole life, from infancy through childhood, adolescence, young adulthood, middle age

Piaget’s reception of numerous inquiries regarding accelerated cognitive development from American interviewers can be attributed to the values of American culture. This culture has progressively developed a social hierarchy that idolizes the American Dream, an abstraction that distributes reward equally on the measure of an individual’s capacity for achievement as well as any ensuing accomplishments. Consequently, this idea emboldens parents to seek new ways to improve their children’s prospects at a more successful life. One rumination of improving the aforementioned traits for a fulfilling life is by accelerating the child’s cognitive development from a young age. With an early realization of cognitive development, the child may possess

Piaget’s Critics In the world of cognitive brain development, especially when it comes to children and infants, no one has pioneered the field quite like Jean Piaget has. While Piaget might have been one of the first to create a comprehensive theory on brain development, this means over time researchers have found flaws and criticisms with Piaget’s methods and theories. Piaget’s theory of cognitive development is based on four key concepts: Assimilation, Accommodation, Adaptation, and Equilibrium. Assimilation is the concept of a child adding new information to an already existing classification, such as learning that a cat and dog can both be four-legged animals, but are not the same thing in my case as a child.

The physical development of grade 5 children are as expected as what was described in the theories, girls are taller than boys, and they gain more privacy as they pay more attention to their own hygiene (Hockenberry, 2014a). Piaget’s cognitive development theory also mentions that the third stage is characterized by remarkable cognitive growth as children’s development of language and acquisition of basic skills accelerate dramatically (Jenkins, 2013). Children did sums and minus, read books and write homework. One boy summarized the content of a comic book to me in an organized and detailed language without any assistance. As a nursing student, my intervention based on the theories and observations will focus on teaching them skills of listening,

The topic that I found interesting from the semester so far is object permanence from the sensorimotor stage of Piaget’s Stages of Cognitive Development. This is interesting to me because over a week ago, at the local county fair in my hometown, I happened to see this concept be used in action with a cousin of mine that happened to be two years old. While at a family gathering at the fair, I witnessed the father of my little cousin hide a ball behind his back that the child had just had in his hands. When this was done, the child had no idea that there even was a ball anymore. At the time, I had thought nothing of the situation. It was not until we started to learn and read about certain concepts that I realized this could relate to what we were learning. I thought that this was ironic that I would see such an event happen that I could connect back to our class discussions.

What are the major challenges to Piaget's theory of cognitive development and what aspects still have value?

For this paper I will be exploring Piaget's theory of cognitive development. Swiss Psychologist Jean Piaget, theorized that children progress through four key stages of cognitive development that change their understanding of the world. By observing his own children, Piaget came up with four different stages of intellectual development that included: the sensorimotor stage, which starts from birth to age two; the preoperational stage, starts from age two to about age seven; the concrete operational stage, starts from age seven to eleven; and final stage, the formal operational stage, which begins in adolescence and continues into adulthood. In this paper I will only be focusing on the