Piaget's Stages Of Moral Development

Jean Piaget sought to understand and explain to others how the brain changes from birth until the mid-teens. There are so many huge developments during those years and Piaget got them down to four stages. The four stages in Piaget’s Theory of Cognitive Development are the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. These stages cover things such as reflexes to adolescent egocentrism. (Santrock)

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.

Tim is most likely withdrawn because of his traumatic experience as a young child.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

Intellectual development, however, does not stop at this point. This is just the beginning of formal operations, which continue to develop at least until age 16. Accordingly, one might expect thinking about moral issues to continue to develop throughout adolescence. Kohlberg, therefore, interviewed both children and adolescents about moral dilemmas, and he did find stages that go well beyond Piaget's.

My child’s name is Rose Marie Gutierrez. She is Mexican American and lives with both of her parents. Rose also has a little sister, Hope, that is three years younger than her. We all live together in a decent neighborhood. Rose and her sister get along just fine, although they do experience natural sibling arguments at times. Rose’s father and I have not had a perfect relationship and we separated for two years when Rose was ten. We got back together for the kids when Rose entered middle school, but sometimes still fight.

leaves and their texture, he then started to using his fingers to crush the dried leaves and twirling the stem in his finger using his fore finger and thumb. He is using his small muscles in fingers for activities.

My childhood in terms of Piagets cognitive development stages have went well I’m now in the 12 through adulthood range which is the formal operational stage. This stage is where thinking about hypothetical scenarios and processing abstract thoughts begin. The abstract logic is potential for mature moral reasoning .

My favorite stage of cognitive development is the sensorimotor or primitive stage. This is my favorite because I believe the child learns the most at this stage. The child will learn how to communicate with others, study their environment, as well as many simple problem-solving skills. During the sensorimotor stage, Piaget focuses more on sensations and actions. For example, babies like to play rattles because they give off a loud noise or sensation and they have to shake their arm, which is an action. While Piaget focuses more on sensations and actions, Vygotsky believes that this stage is similar to animals; young children learn through radical learning.

In this paper, Piaget’s Stages of cognitive development will be briefly explained, and I will explain where my cousin, Laura, is according to these stages. The real names of people discussed in this paper have been protected by not using their real names, so their personal information is confidential. My fifteen year old cousin Laura has been through many changes, and I have watched the rapid transformation in her personality, attitude, and way of thinking all in the past few years.

The environment for the activity would be for one of our facility members to observe the child in their recess or lunch break. They will pose as a staff member for their school with the permissions of the board of education to complete our research.

From the set of responses given from the surveyed students to the chosen proverbs, it would appear that responses provided by children younger than middle school age are more literal responses to the proverb, whilst responses from the middle school age and beyond show comprehension of the proverb, as this is when elaborate explanation of the proverbs begins. Generally, this conforms with Piaget’s stages of cognitive development; that abstract thought processes accompany the formal operations stage from ages 10-12, and is absent from children aged 9 or younger in the concrete operations stage, where responses were generally more literal applications of the proverb.

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

Thought-out the course of this year we have looked at the biological, cognitive, and socio-emotional theories of the human life span from infancy to late adulthood. The biological aspect of life span focused on the physical changes of humans. There are physical changes that have to occur before a baby form in the fetus and then is born to this world. Through-out our life, the physical changes occur constantly till death and even more. There is no psychologist during the whole chapter that focuses on biological theories because physical changes is easily noticed compared to cognitive development. The cognitive theory or development emphasizes on human thought processes. Developmental psychologist, Jean Piaget stated that children go through four stages of cognitive development as they create their meaning of the world. Early on in psychology it has been referred to as Piaget’s Four Stages of Cognitive Development. Lev Vygotsky, was another development list who developed the Vygotsky’s theory which focused on social interaction and culture when it came to cognitive development. The brain is what tells our hands and legs to move. If we lose that ability, we are classified mentally dysfunctional. Unlike the biological and cognitive theories, socio-emotional is based on what is around and how our emotions handles it. This theory involves the unconscious processes that are easily influenced by our emotions.

Piaget concludes his cognitive developmental model with the formal operational stage. Unlike the concrete operational stage, children of about eleven years old can think abstractly. This cognitive accomplishment is crucial in academic learning because now he/she can conduct complex mathematical problems such as ones regarding algebraic problem solving