Piaget Stages

Piaget claimed that children were in charge of the construction or the building of their own knowledge and that construction was superior to instruction (Gordon and Browne, 2004). Piaget thought that educators should provide a stimulating environment and have the children explore. Teachers should watch and also interact with the children, but they should let the children find and experience new ideas and knowledge on their own. (Crain, 2005)One of Piaget's major contributions is what is known as the general periods of development. He found four major general periods or stages of child development (Crain, 2005, p. 115): Sensorimotor Intelligence (birth to two years). Babies organize their physical action schemes, such as sucking, grasping, and hitting. Preoperational Thought (two to seven years). Children learn to think but their thinking is illogical and different from that of adults. Concrete Operations (seven to eleven years). Children develop the capacity to think systematically, but only when they can refer to concrete objects and activities. Formal Operations (eleven to adulthood). Young people

His views of how children and young people’s minds work and develop have been enormously influential particularly in educational theory. His particular insight was the role of maturation and increasing the capacity to understand their world, they can’t undertake certain tasks until they are psychologically mature enough to do so. The research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigations his importance comes from his overall vision. Today Piaget’s theories have helped to change how people viewed the child or young person’s world and the way they study them he has inspired many theorist to improve on his studies. Piaget’s ideas have been of practical use in understanding and communicating, particularly in education. What he didn’t consider was the effect in the

Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

Piaget has had a profound impact upon child psychology. As a result of his studies and findings, many different theories and studies have ascended to verify or contradict his ideas. His theories are still apparent today, throughout this essay I shall be focusing upon current practices of his re-search and findings within early childhood environments and the limitations of his theories within current practice. Piaget is significantly important within teaching and developing educational policy. Based upon Piaget’s stage theory an evaluation of primary education was conducted by the United Kingdom government in the year of 1966.

Infants grow 10 to 12 inches and triple their body weight during the first year of life. By the age of two, a toddler’s height will be half as tall as what it will be as adults. The second half of their height will be distributed over the next 10 to 12 years of their life, which means a two year old’s height can be estimated by doubling his or her current height.

I think Piaget’s stages all work together for the development of children. You can’t have one without the other. In my future work with children and families, I would place the children of the same ages in a group together with a particular problem to solve based on their ages to know exactly how much they already know and what needs to be worked on. I would also inform the parents of the students to allow them to be apart of the children day to day assignment when they are not at school by sending home a daily assignment. I would send directions home for the parents to allow the children to work on their assignments independently first. Once they have done all they know how to do then the parents can then be of assistance to them. If the child

The thinking patterns of the typical preschooler that is three years old and that of a nine-year-old student are in many ways different. The developmental stages of the brain are very different between a three-year-old and a nine-year-old. Piaget's cognitive development theory is broken up into four stages. The first of the four stages is the sensorimotor stage, which occurs from birth until age two. The second stage (ages two to seven) is known as the pre-operational stage. The next stage is the concrete operational stage, for ages seven to eleven. The final stage is for children above age eleven and is known as the formal operational stage.

Piaget established that thought is developed through six sub stages, the sensorimotor stage. I will be discussing stage three and four, which are known as secondary circular reactions. In this stage, infants initiate motor activities to fulfill their own needs. Sub stage three is typically when babies reach four months and can continue up to eight months. Infants become much more responsive to people and objects in environment. They learn to repeat specific actions that have caused them pleasure. For example, a baby clapping her hands when a toy appears from behind a blanket while playing a hide and seek game. Another example is when a baby is sucking his thumb just by reflex, but then discovers it is pleasing so he will suck it habitually. In this sub stage, Infants begin to use their logic.

First, Jean Piaget determinated important facts about children’s development. According to Saul McLeod, before Piaget started his research, psychologists thought that children were just not as intelligent as adults. Nevertheless, after observing his own children, Piaget discovered that children do not think like adults, and that they are intelligent in their own manner. Thinking that way, he elaborated a theory in which he said that children develop the ability to learn different things according to their age. This information is crucial, because it explains how children progress. Therefore, Piaget

Kevin is in the sensorimotor stage, the range of age is birth to 2 years. Sensorimotor stage means infants use its sensory and motor abilities to interact with and learn about objects in their environment. Besides, Piaget divided the sensorimotor stage into six sub-stages. We can refer these six sub-stages to explain Kevin’s behaviors.

As the child gets older, the concrete operational period occurs. The child will be experiencing mental operations applied to concrete events: mastery of conservation, hierarchical classification. It is very important of a parent of legal guardian to understand the different stages children go through as they are growing up. Having the knowledge of Piaget’s Theory, gives the caretaker a understanding and way of communicating with the different stages children go

I believe that Piaget and his conclusions about the four stages are as close as you can get to understanding child development(p.73). Stage three, the concrete operational stage, describes how children ages seven to twelve have now developed reasoning abilities but that they still remain concrete. In my opinion, a child should know what is right and wrong especially when it comes to murder, but I do not think they would know or understand how to commit this crime or why someone would want to. However, with the formal operational stage, I agree with Piaget when he says after age twelve we now know how to think abstractly. At this age a child should definitely know right and wrong and what murder is also.

This experiment has been conducted to answer ‘Are the set age groups within the four stages of piaget’s theory accurate or is it possible for someone younger than twelve to successfully complete a formal operation?’. Therefore the aim of this experiment is to investigate the cognitive development of young children of different age groups; to do this eight activities will be conducted including object permanence, Animism, Egocentrism, Conservation of amount, conservation of substance (Mass), conservation of Volume, Classification and Abstract thinking; for all of the four stages in Piaget's theory there will be two activities.

From the set of responses given from the surveyed students to the chosen proverbs, it would appear that responses provided by children younger than middle school age are more literal responses to the proverb, whilst responses from the middle school age and beyond show comprehension of the proverb, as this is when elaborate explanation of the proverbs begins. Generally, this conforms with Piaget’s stages of cognitive development; that abstract thought processes accompany the formal operations stage from ages 10-12, and is absent from children aged 9 or younger in the concrete operations stage, where responses were generally more literal applications of the proverb.

I feel that Piaget’s Theory of child development is a most important idea because it’s still one of the most well-known theories of today. Piaget believed that children contributed to their development through their mental and physical activity. Without his findings, regarding cognitive development, our knowledge of children’s thinking would be very limited. Piaget split cognitive development into four distinct stages; the sensorimotor stage, preoperational stage, concrete operational stage, and the formal operational stage. In each of these stages, children display new abilities that allow them to better understand the world around them.