Piaget's Six Sub Stage Summary

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 develop cognition through two main stages that Jean Piaget theorized. The stages run from birth and infancy to school age children. Sensorimotor is the first stage and goes from birth to about the age of two. This stage implies that the children learn about the environment they live in and they learn this through the reflexes and movements they produce. They also learn that they are separate people from their parents and they can say goodbye to them and know they will come back. The second stage is called the preoperational stage. During this stage of development, children will learn how to incorporate symbols to represent objects. This is also the beginning of learning the alphabet and speech. The child is still very much egocentric at this point in time, but with the help of understanding educators, the child will grow appropriately onto the next stages of development. Finally, the children need to develop emotionally/socially.

Secondary circular reactions is the third substage of Piaget’s sensorimotor stage. It occurs from four months to eight months and includes repeating pleasing actions that involve objects and the baby’s own body (McLeod, 2010). Two examples of the secondary circular reactions substage are, when an infant shakes a rattle for the pleasure of hearing the sound and when an infant coos to make a person stay near them. The fourth substage happens from eight to twelve months and is known as coordination of secondary circular reactions. During this substage, the infant now shows that they can use their knowledge to reach a goal (McLeod, 2010). The infant is now able to know to use a stick to bring a toy within reaching capacity (Santrock, 2015). Tertiary circular reactions, novelty, and curiosity occurs from twelve months to eighteen months and is the fifth substage of the sensorimotor stage. In the fifth substage, infants become interested in the many effects of objects and what they can make the objects do; such as spinning a block, making it fall, sliding it across the ground, and hitting another object (Santrock, 2015). Piaget’s last substage of the sensorimotor stage is internalization of schemes, this lasts from eighteen months to twenty-four months. Once infants reach this last substage, they can form mental representations of objects and “develop the ability to use primitive

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

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

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.

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.

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.

Piaget had proposed stages and capacity levels, specifically showing methodologies have been offered for educating in the Piagetian school of thought. In the preoperational stage, the instructor would need to utilize activities and verbal guideline. Since the child has not yet aced mental operations, the instructor must show his or her directions. The utilization of visual guides, while keeping directions short would most profit the child in this stage. Hands-on exercises additionally help with learning future complex abilities, as the content notices, perusing cognizance. The instructor must be touchy to the way that these youngsters, as indicated by Piaget.

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.

According to Piaget children strongly attempt out information and adapt it to the knowledge and conceptions of the world that they already have. children organize their knowledge into increasingly complex cognitive structures called schemata. The babies who was seventeen months and younger did not have a sense of self to know the rug is preventing them from pushing the cart because their are on (Crain, W. 2011) Period I - Sensori-Motor intelligence (birth - 2 years). All the babies who was younger than eighteen months was not able to complete the task due to behaviors seem to be originating from unlearned curiosity about the world, tertiary Circular Reactions which fall under stage: 5 ( 12 to 18 months) according to Piaget theory. All the baby who was 18 months was able to accomplished the tasks because they fall on stage 6: ( 18 months to 2 years), the beginnings of thought, which allows the babies for actions to be able without any visible physical movement (Crain, W. 2011). The babies did not have the logic to do the task till they was eighteen months old because their start to have thought and sense of self.

lack of Conservation : "Child is unable to complete conservation of volume, number, length, weight, liquid, area and mass. "

From the point of view of Piaget's theory, children go through certain stages of development, which form their intellect and abilities. These stages of development are observed in the established order in all children: "sensorimotor, preoperational, concrete operational, and formal operational." All of them are closely related to each other.

Piaget’s Stage Theory in my eyes was four key stages of development marked by shifts in how they understand the world. To me Piaget’s theories had a major impact on the theory and practice of education.

In the first, or sensorimotor, stage (birth to two years), knowledge is gained primarily through sensory impressions and motor activity. Through these two modes of learning, experienced both separately and in combination, infants gradually learn to control their own bodies and objects in the external world. Toward the end of Piaget¡¦s career, he brought about the idea that action is actually the primary source of knowledge and that perception and language are more secondary roles. He claimed that action is not random, but has organization, as well as logic. Infants from birth to four months however, are incapable of thought and are unable to differentiate themselves from others or from the environment. To infants, objects only exist when they are insight