Piaget's Stages Of Cognitive Development

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 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.

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.

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? The situation can be described as Piaget’s Stages of Cognitive of Development, where the the little boy might be going through stranger anxiety. To defend the little boy, the parent must explain that he is going through stranger anxiety, in which is a fear of unfamiliar people. He doesn’t know this aunt well enough to form a sense of comfortability to her. A great way to ease the issue is for the parent to interact with the aunt, so the toddler can see she is harmless.

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.

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 was a theorist that focused on individual’s mental processes (Rathus, S., & Longmuir, S., 2011, p.10). Piaget analyzed how children distinguish and mentally show the world and how there, logic, thinking and problem-solving ability is developed (Rathus, S., & Longmuir, S., 2011, p.10). Piaget believed that children’s cognitive processes develop in an orderly sequence (Rathus, S., & Longmuir, S., 2011, p.10). It has 4 stages such as, sensorimotor, preoperational, concrete operational and, formal operational (Rathus, S., & Longmuir, S., 2011, p.11). In this paper, I will discuss how Piaget developed his theory and how toys can meet each need during the 4 specific stages.

Piaget believed there were four stages in a child’s cognitive development and sub stages within these stages. These stages have been the object of debate since Piaget introduced them and are still continuously debated. All of the stages are very concrete and large scale. They don’t account for children at a particular age who are behind or ahead. Piaget underestimated the capability of children to do particular things earlier than he predicted. However, Piaget overestimated the ability of younger children to understand the words used by adults and the implications of their actions. Piaget’s stages help schools to understand that children develop in different ways and hopefully provide schools with different, more stimulating ways to educate students. The four stages have provided a basis for child development, spurred other child psychologists into proving his theories incorrect and created the first step in the understanding of cognitive development.

Adolescence is the transition between childhood and adulthood (Berk, 2014, p. 361). During adolescence, children and teenagers begin to form their identity, establishing who they are based on their values and goals (Berk, 2014, p. 361). Adolescence typically begins with puberty and is followed by changes in motor and cognitive development (Berk, 2014, p. 362). During adolescence, teenagers often experience Piaget’s Stages of Cognitive Development, Erikson’s Theory of Development, and Kohlberg’s 3 Levels of Moral Development. These theories and ideas have helped form the basis of normal adolescent development. Piaget’s Stages of Cognitive Development describes how the use of more advanced and abstract thinking occurs in a sequence for all children,

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.

In the 21st century, most caregivers know how children grow and develop. They are also aware of the social, cognitive and cultural factors that influence infants and children in their development. There are numerous theories that have been developed to explain the patterns of cognitive and language development in children. The most popular theory that provides the framework used in this analysis of infant and child psychology is Piaget’s stages of cognitive development and Vygotsky’s sociocultural theories.

Piaget believed that there is an “inborn plan for cognitive development but it is dependent on the child’s environment” (Boyd & Bee, 2012, p.138). “Piaget’s most central assumption was that the child is an active participant in the development of knowledge, constructing his own understanding” (Boyd & Bee, 2012, p.156). The two environmental factors that Piaget believed were crucial were social transmission and experience. Social transmission is the information that the child gets from other people. Experience, in Piaget’s perspective, means “the child’s own opportunities to act on the world and to observe the results of those actions.”

Brainerd (1996) provides a brief biography of Jean Piaget. This includes insight into Piaget’s childhood, education, research interests, and theory development. According to Brainerd (1996), Piaget had a difficult childhood given that his mother had some type of mental health problem and as well as religious fixation. Piaget’s father was a medieval-literature scholar who Piaget admired (Brainerd, 1996). These difficulties as well as the influence of his father led Piaget to delve into academia. At the age of 10, Piaget had published an article on Mollusks. Piaget completed various levels of education earlier than his peers, which included him earning a bachelor’s degree by age 18 and a PhD three years later (Brainerd, 1996). Brainerd

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

“The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children. He was an inspiration to many who came after and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased our understanding of cognitive development.” (McLeod 2009). Piaget purposed that we move through stages of cognitive development. He noticed that children showed different characteristics throughout their childhood development. The four stages of