Piaget's Stages Of Intellectual Development

I handed my infant niece, Harper, a set of keys, thinking she would shake them and giggle at the noise they made. I thought this because in Piaget’s developmental stage, sensorimotor, it states that infants learn from experimenting and their main focus is what is happening in that very moment. My prediction was correct. As soon as I held the keys in front of her she began to reach for them. Then once I handed the keys to her, she rattled them making a clanging noise.

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.

For example when two kids are outside playing on the playground kid one is swing on the swing and kid two comes over trying to figure out how kid one is swing so high without someone pushing him. So kid two watches kid one swing his legs back and forth. and realized that's how he is swing so kid two repeats what he sees then next week he goes to the park with his sister and show her how he can swing without their mom pushing him. so now he is just showing

In chapter five of Learning Together with Young Children: A Curriculum Framework for Reflective Teachers, Curtis and Carter (2008) discuss the importance of “coach[ing] children to use tools and strategies for learning” (p. 118). In the classroom, we as teachers provide a diverse learning experience for students and can eventually further this experience with certain tools and materials. This strategy has been observed throughout my classroom almost every day and is something that I would love to expand on further in the reflection.

Piaget theory was said to believe that children go through Four stages of Cognitive Development. Each stage marks development in how children understand the world. Piaget liked to say that children are “little scientist” and that they explore and make sense of the world around them. Through his observations, Piaget developed a stage theory that included four stages. The Sensorimotor Stage that begins from birth to age 2, is the first one. The Preoperational stage from age 2 to about 7, and the third stage is the Concrete Operational stage from the age 7 to 11. Piaget was interested in children's wrong answers that they’ve given on problems that require logical thinking. Piaget revealed

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.

Our relationships change as we age and develop. Piaget's cognitive development stages shows us how we develop in mental activities associated with thinking, knowing, remembering, and communicating. Erikson's stages of psychosocial development shows us the issues of life and when we resolve them. He says that young children wrestle with issues of trust and if needs are dependably met we develop a sense of basic trust. As we develop and overcome trials our friendships get deeper and more personal. Friendship development is seen in Piaget's and Erikson's theories, and is formed around trust.

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.

According to Piaget adolescent are in formal operational stage. The cognitive development in comparison to physical development is less visible. However, cognitive development greatly influences the way adolescent think about themselves, peers, relationship and the world around them. The adolescents in formal high school education enter into Piaget’s final stage of formal operations which results in the development of abstract thinking.

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.

With regards to Piaget’s developmental theory children around Sophie’s; ages two to seven years are at the preoperational stage. During this stage children are attempting to learn a language by representing objects by using images or words. Unfortunately, while I was observing Sophie, she would

It is never too early to begin teaching orientation and mobility skills to an infant. Without early intervention, a child may lack the awareness and therefore initiative to move their bodies and explore their environment independently. Early intervention of orientation and mobility skills is the catalyst to encourage sensory and motor development, self-concept, as well as cognitive, social and language development. A future life of independence is dependent on these critical developmental skills.

To express the same idea in still another way, I think that human knowledge is essentially active. (Piaget 1) Over the course of two weeks, starting from March 28th through April 10th, I’ve watched my eight year old niece on FaceTime for approximately thirty minutes each day. When it comes to the four stages, I choose to focus on the concrete operational stage of Piaget’s theory because the concrete engages me much more than any other stage. During the concrete operational stage children are learning to think logically on a whole different level. Children no longer see the world as simple but complex because they begin to understand the foundation of what the world really is. Even though children understand the world for what it might be, they minds could still be easily manipulated and their understanding could be blurred to reality. Also in this stage, children struggle with hypothetical concepts such as fully believing thing are possible or certain situations could happen to them. For example, a child in this stage would not believe that a stranger could come up to them and kidnapped them if they are not paying attention to their surroundings. Speaking of paying attention, children in this stage of their life are very mindful of what their peers think of them. Children are learning that the world see material possessions as meaning someone financial situation. Even though, this is not true children see flashy material items and what to follow. This is where bulling begins

Piaget’s Four Stages of Cognitive Development is probably the theory that best describes the way a child develops. This is the theory I agree with the most because the four different stages and the age groups within those stages seem accurate; at least from what I have seen. Like we have learned we can’t truly know what is going on in a child’s head (how they think or what they even think about), but I do think that a child in the sensorimotor stage do gather most of their world knowledge from what they can see or touch, once something is removed it no longer exist to the child. For example, when I play peek a boo with my 6-month-old niece when she sees me she is surprised and happy, but once she can’t see me it is like I have completely disappeared