Piaget's Development Experiments

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

Children's development depends on many factors. Some people believe that children have an innate talent to learn, but others are convinced that kids are able to learn because of getting good tools. So there appears the question if it is a nature or a realisation? We can spot some theories:

A well-intentioned, but meddling, relative comes to visit the weekend before your child's first birthday, in April. She cautions you that you must be spoiling the child, because he hides behind your leg and clings to you when she tries to give him a hug, and he did not do this when she visited at New Year's. How will you explain what is happening with your child?

Tim is most likely withdrawn because of his traumatic experience as a young child. From the start of Tim’s life, he is already predisposed to an idea of abandonment with the type of relationship he had with his birth mother the first few years of his life. Tim’s mother going into the role of more so a sibling than parental figure most likely set the stage for these ideas of the instability of relationships. Though he was successful with his grandma, the household dynamic was set up in a confusing way for a young child. Without the full understanding of the situation and these dynamics, left Tim to come up with his own idea of his role in the family. According to Piaget’s stages of cognitive operations, at this time in Tim’s life he would

Jean Piaget's fourth stage of development, formal operational thought, begins around adolescence, which is occurs around the age of eleven. This stage refers to children who are able to conceptualize ideas that are not tangible in order to methodically draw a conclusion to solve a problem or rationalize a notion. This means they are able to logically reason through a problem by making assumptions and form hypothetical outcomes in order to deduce the best choice to successfully solve a problem. Furthermore, they are able to understand the complexities around things and form concepts that a concrete operational thinker would not understand. Concrete operational thinkers at this age only understand specifically what they can see and touch. Whereas, the formal operation stage of thinking allows children to understand concepts around specific objects and make generalizations, like filling a ball with air. Children in this stage may recognize that filling a ball with air makes it bouncy so the ball that is flat and not bouncy needs to be filled with air. A good example to compare and contrast this

Jean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is different from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development and not how they learn. He proposed stages of development marked more by qualitative differences than by a gradual increase in number and complexities of behavior or concepts. His goal for his theory was to explain the mechanisms a child uses from the infant stage to the growing child who develops into a thinking and reasoning individual when reasoning and using hypotheses. His theory was that cognitive development was how the brain reorganized mental processes over time due to biological maturation and the experiences they have in an environment. The three basic components to Piaget’s cognitive theory is schemas, adaption processes that allow the child to transition from one stage to another, and the four different stages of development: sensorimotor, preoperational, concrete operational and formal operational.

The centers I created focus on physical development and social development. The first center I created is a center for fine/gross motor skills. This center included a Sand and Water Table. This center has many benefits such as socially, cognitively and physically. Physically fine and gross motor skills are improved through water and sand play. Socially playing with the sand and water table encourages sharing, and taking turns. This activity also benefits cognitively by encouraging investigation and problem solving skills. The second center I created is a center for creative development. This center is an art center where kids can put on an art show with their play-dough creations. Having an art center in the classroom is very beneficial. Having

There are plenty of things that I learned about human development. One of those things is that each child develops differently than one another. I learned that although a child is in the concrete stage of Piaget’s stages of cognitive development, but that doesn’t mean they’ve mastered all of the skills needed to be in this stage. I can apply this knowledge by allowing myself to teach in different ranges. For example, just because a student is in second grade, it doesn’t mean that they can do everything a second grader should do. As long as I work hard to get that student were they should be.

Jean Piaget was a remarkable scholar in a variety of areas, with a publishing career that began at the age of ten and that would eventually come to include more than fifty influential books and many articles, essays, and other shorter works (Feldman, 2008). Though his youth and adolescence were consumed primarily by an interest in biology and the study of animals, today Piaget is largely remembered for his contributions to psychology, which was still in its very early stages when Piaget became involved in its development (Feldman, 2008). Piaget's theory of development and his stages of learning provide a simple yet profound and still accurate way of examining early human development.

There are four different stages in Piaget’s Stages of Development. The first stage of Piaget is oftenly within the age range of zero to two years and it is called the Sensorimotor Stage. This stage is the stage where children are learning more about what is around them and they learn about touches, tastes, smells, sounds, and what they see. They are also always moving and interested in everything around them. In this first stage babies also don’t know the permanence of objects and think that if they can’t see something or that it went missing that it disappeared. An example of this stage is: a baby is crawling and touching everything it sees and tries to put it in its mouth.

In 1896, Jean Piaget was born in Neuchatel, Switzerland and would grow up to be one of the most influential researchers in developmental psychology. While Piaget was surrounded by rather scholarly family members throughout his childhood, he was also effected by his mother heavily. His mother had a strong neurotic temperament which made home life challenging at times, and consequently created a young Piaget's wanting to understand his mother's erratic behavior- the spark of his intense interest in psychology. As time passed, Piaget received his PhD at twenty two years old and continued to work in the field of psychology, particularly in regards to children. It was in the 1920s when working at the Binet Institute though when Piaget found something that truly fascinated him, enough so that he would dedicate years of research and theorizing towards it.

Jean Piaget’s Preoperational Stage greatly contributes to the cognitive development in children. The main area in the preoperational stage is make-believe play. Piaget believed that when children have make-believe playtime they are exercising and enhancing newly required representational schemes. Make-believe play is very important in children’s development because it gives a child the opportunity to engage in problem-solving, communication, and empathy. Make-believe play also encourages imagination and creativity.

A lot of people are famous and all of them are for different reasons. Some are simply rich, while others invent extraordinary things or commited crual crimes. However, some people discovered amazing phenomena and do not have all the glory they should, because their disciplines are often unrecognized by the public. Jean Piaget is one of them. He is a hero in psychology, because he discovered meaningful characteristics of children’s development, his methods were useful in his science, and he influenced a lot of diciplines.

According to Piaget, operations are reversible mental actions that allow children to do mentally what before they could only do physically. The preoperational stage states children from two to seven begin to explain the world in drawings, images, and words. They also begin to reason and form stable concepts. At this age the child’s thinking process is also focused on egocentrism and magical belief. I used Piaget’s theory to asked my six-year-old niece a series a questions to see if his theory was somewhat correct.

As with stage four, this stage is characterized by a means/ends differentiation. The infants are no longer restricted to the application of previously established schemata to obtain a goal. They can make the necessary alterations to their schemata to solve problems; this reflects a process of active experimentation. These differences in cognition coincide with improved locomotive abilities as the child becomes more physically active. In this stage, causal inferences are still unavailable to the infant - it must see an action occur before it has any understanding of the causal relationship.