Piaget's Four Stages Of Cognitive Development Theory

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

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.

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.

The first stage is called the Sensorimotor stage. It occupies the first two years of a child's life, from birth to 2 years old. It is called the Sensorimotor stage because in it children are occupied with sensing things and moving them. From these activities they learn what makes things happen, what the connections are between actions and their consequences. They learn to grasp and hold and what happens when they let go.

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

trouble I was very mean to my little brother. I share less of my feelings to anyone other than my best friend. I felt I like always had to prove a point. My behavior was in parallel to Piaget’s concrete operational stage theory which is between the ages of 7-11 his theory states that kids at this point of development begin to think more logically, but is very unyielding. They really can’t abstract and hypothetical concepts children are at this stage are less egocentric, they think about how others may feel. My behaviors straighten up by the time I was 12 and continue that same good behaved child through adulthood. 11 - 12 years old I begin to go through puberty which I felt like I was the only one going through it at such an early age I was

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,

Piaget describes Cognitive development as the development of thinking across the lifespan. He believes, that as children grow and their brains develop, and they move through multiple stages that are characterized by differences in their cognitive development.

“Child development does not mean developing your child into the person you think they should be, but helping them develop into the best person they are meant to be.”

What I got from reading his theory/approach was that Piaget wanted to see what children progress was through his four stages. The four stages are Sensorimotor stage (Birth to 2 years old), Preoperational stage (ages 2 to 4), Concrete operations (ages 7 to 11), and Formal operations (beginning at ages 11 to 15). The whole propose was to see how children thought and ways they learned. What he wanted to see or observe was the stage a child go through the ins and outs of an infant to a child. He wanted to know how each child learned individual and the way there minds solved problems. He was learn how a child can grow based on biological and environmental factors. See a child learn through many factors and through many experiences as well. He also figured out that children learn by seeing the physical knowledge by what they interact with such as people, situations and objects.

Take a look at two children who are between the ages of four and ten years old. Neither of those children would observe nor solve a problem or situation the exact same way. This is because of the four cognitive development stages. Each stage signifies a certain level of development and understanding based on the age of a child. Jean Piaget is a scientist and philosopher who eventually created the cognitive development theories. “Piaget’s first intellectual interest were the study of nature and epistemology. These interests shaped his views of cognitive development” (Ed Psych Modules, 2012, p. 119). Cognitive Development is defined as a development in a child’s perceptual skill, language learning, information processing,

Numerous papers have been written on Piaget’s Theory of Cognitive Development Theory. Most fall short of helping others understand what exactly Jean Piaget means when it comes to the three basic components to Piaget’s Cognitive Theory. These two articles I have chosen to use in this paper, give the best explanation on his theory. This paper will go into detail on the key concepts of Piaget’s Cognitive Theory and hopefully help others understand in its simplest form.

The Cognitive Learning Theory came into the forefront of educational psychology predominately in the 1950s. At the end of the era of behaviorism, many theorists questioned whether or not behaviorism fully explained learning. Sure, there was an understanding of observable behaviors, but what about what was going on in the mind? Theorists such as Tolman, Piaget, Vygotsky and Bruner all helped to pioneer a movement away from behaviorism to a cognitive approach (Yilmaz, 2011).