Piaget's Cognitive Development

Psychologist Jean Piaget was the first to make a study surrounding the theory of cognitive development. The interesting thing about Piaget’s way of studying was that he was more concerned about how children’s thoughts got to the answer in relation to their IQ rather than simply their ability to answer a question correctly.

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.

Kolodny, N, J, 2004, The beginner’s guide to eating disorders recovery, Gurze Books, Carlsbad, CA

The third operation within the Pre-operational stage is ‘Class Inclusion’. This is when children begin to understand classification, for example, Dalmatians, Greyhounds and Spaniels would be ably classed as dogs. Children who had not reached this stage would struggle with the concept that categories may be divided into subsets, for example, a dog is also an Animal. However, a study by Sugier and Svetner (2006) found children as young as 5 to have an understanding of class inclusion, when presented with a class inclusion test, whereas Piaget believed this wouldn’t happen until the child is 7 years old.

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.

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.

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).

After having been granted permission from the parents of “Sophie,” I was able to observe her while she interacted with her family, played, and walked from one place to the next. Sophie is the three year old toddler of one of my family members.

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 period of physical growth in a child’s life is truly an amazing milestone. The most notable and obvious of the physical growth that occurs between the ages of 2 and 12 is the doubling in height and weight, despite the actual decline in growth rate post-infancy (Belsky, 2016). The less obvious physical growth occurring simultaneously, are the gross and fine motor skills. Gross motor skills can be described as, “large muscle movements, such as running, climbing, and hopping”, whereas fine motor skills involve more “coordinated movements” that allow children to print their name (Belsky, 2016, p.138). The rate of development of gross and fine motor skills between the ages of 2 and 6 is truly remarkable. Beginning at age 2, a child is still learning how to walk and barely possesses the fine motor skills to pick objects up. Compare that with age 6, when they’ve mastered walking up and down stairs, hop on

Conceptual sources, perceptual competence, information processing, language and other feature of the brain development and intellectual psychology; the emergence of the ability to think and understand are an essential part of development for a child early years. Psychologist Jean Piaget came up with the theory of cognitive development that explains how a kid sees the world. Jean Piaget didn’t really like the idea that intelligence was an established attribute so he didn’t support it. However, he did believe and/or claimed that cognitive development is at the center of the mortal structure, and most of the time language is unforeseen on knowledge. As a matter of fact, that’s where the four stages of cognitive development come into play; the

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

The Cognitive Development theory refers to the ability to learn through thinking and reasoning. Theorist Jean Piaget developed the stages of cognitive development according to age and how individuals learn through their environment and senses. Based on Education.com: Stages of Cognitive Development (Driscoll/Nagel ,2008), these stages are from infant to teenage years with specific abilities. The first stage of Piaget’s stages of development is called Sensorimotor, which starts at birth to two years of age. It describes how babies learn through their senses. The next stages is known as Pre-operational which are ages two through seven. During this stage, a child uses his or her own logic to express thinking. From the seven to eleven years of age, a child is in the Concrete Operational stage. He or she will use hands-on experience to increase knowledge. The final stage is Formal Operational. Between the ages of eleven and fifteen, an adolescent develops a more abstract form of knowledge. One of the main differences between these stages is object permanence. Piaget designed these stages in a rigid format. This theory does not allow individual experience and background to be considered. In conclusion, a weakness of this theory is that is doesn’t mention how culture impacts learning. A strength of this theory is that it acts as a guide for educators to provide variation while lesson planning.

Welcome to the exciting and adventurous camp of Cognitive Ability, where we challenge and cherish the precious minds of babies and teens through our fun activities of psychology through Piaget’s theory of cognitive ability. Piaget’s theory of cognitive ability was designed to distinguish the age at which a child’s cognitive ability was developed through the stages in which he classified as sensorimotor, preoperational, concrete operational and formal operational (Lutz & Huitt, 2004). The goal of the camp is to define how children learn, remember, pay attention, and problem solve through each child’s development pace by a series of educational activities for all to enjoy.

The first sub-stage is the development of reflexes, the reflexes of a newborn child appear to be concentrated on those reflexes that will be important in later life, such as the sucking reflex and the palmar reflex. The reproductive nature of these reflexes also causes a general rise in sucking on objects between meals or sucking new objects. Towards the end of this stage a child will develop recognitive assimilation ie, will gain the ability to distinguish between a bottle and nipple from other objects.