What is Curiosity

The third stage is the Concrete Operational Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or operational thoughts for the child. Their thinking becomes less egocentric, and the child can now understand that although the appearance of something changes, the “thing” itself does not. For example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as there were before, even though it looks different.

One thing that puts an adolescent in the formal operational stage is the ability to think abstractly about

The formal Operation Stage (11-15): - At this stage the child or adolescent can now think hypothetically, (think about situations, experiences that they may not have experienced). The adolescent can think about different outcomes to situations. The formal adolescent can now count without the aid of objects and can read and write quite efficiently.

THE PREOPERATIONAL STAGE: GROWTH OF SYMBOLIC ACTIVITY Some time between the ages of 18 and 24 months, According to Piaget, children develop the ability to form mental representations of objects and events. At the same time, language develops, as well as the beginning of thinking in words. These developments mark the transition into the preoperational stage. During this stage, which lasts up until about age seven, children are capable of doing many task they could not perform earlier. For example, they begin make-believe play which includes enacting familiar routines.

During stage three, or the concrete operational stage, children can now reason logically about concrete events and classify objects into different sets. This stage consists of children who are older in age. These children are between the ages of seven and eleven. Concrete operational thinkers though cannot image the steps needed to complete a math equation. This is because it would require a level of thinking that is too nonconcrete for this stage of development. An example of this stage uses the same experiment in stage two with the liquids, which I believe is easy to understand because it is already been experimented with just at a

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

Finally, the theory touches about formal operational stage which is the most complete stage of development and continued intellectual development depends on the accumulation of knowledge by the individuals. This stage begins at approximately 12 years old to adulthood. They begin to think abstractly and reason about hypothetical and theoretical problems. Adolescents can think systematically and reason about what might be as well as what is which allows them to understand better in different fields such as politics, ethics, science fiction as well as to engage themselves in scientific reasoning.

In conclusion, it can be drawn by the person’s cognitive development that children are able to learn. First, concrete operational is a stage from a lot age 7 to 12. This stage means that children will become concrete. Children understand speed, causation, numbers and size. If a person never develops past the concrete operational stage, he or she will never make it to the formal operational stage. They will not be reaping the benefits of the formal operational stage. The child would only be able to learn about numbers, but want be able to talk about the concepts. The child would be concrete in their understanding. We would only be able to understand at minimal, but would be able to learn simple steps. We would be stuck mentally in the learning

The Concrete operational stage is the third stage of development and occurs around seven to eleven years old. Piaget claimed that children are now able to obtain certain logical structures which will allow them to perform mental operations (Brown & Modgil, 2006). The final stage is called the Formal operational stage, which occurs at the age of eleven to fifteen years old. Once

The formal operational stage connects theories and investigations. Adolescents are able to carry out research, justifying their ideas as well as associate decision making with consequences. From the age of 12 and beyond, they develop as individuals who think critically about the future and retain knowledge. Piaget attributed his developmental stages of cognitive thinking to schemas, or ways of thinking how the world works (Grison et al., 2015).

The third stage is the concrete operational stage. This stage extends from ages 7 to 11 and it is during this stage that a child is able to perform mental operations. Piaget defines a mental operation as an interiorized action, an action performed in the mind which permits the child to think about physical actions that he or she previously performed (Piaget 1973, p. 36). At this time children demonstrate logical, concrete reasoning and their thinking becomes less egocentric as they are increasingly aware of external events. The primary characteristic of concrete operational thought is its reversibility; the child can mentally reverse the

Formal operational stage (ages eleven to sixteen). This stage sees the development of abstract reasoning. Children in this stage develop abstract thought and can conserve and think logically with more facility. Children in the formal operational stage show more skills for problem solving.

The formal operational stage is considered the very last stage in a child’s cognitive development as it starts at the age of 12 and continues all the way throughout adulthood. By this stage, all the previous knowledge and schemes created in all the past stages are still being used and help develop the remaining characteristic that they will obtain (Woolfolk & Margetts, 2016). Children are now able to use:

1. Sensorimotor stage (birth-2 years old) –the senses are appealed to in this stage. Students learn through the sense of sight, therefore learning must be authentic. They need to feel rough, smooth surfaces example in kindergarten. 2. Pre-operational stage (ages 2-7) – Children use symbols and objects in playing. They are unable to perform specific tasks since they are not fully developed. This stage involves both egocentrism and conservation. Egocentrism states that children are unable to view a situation from another person’s perspective whereas; conservation is a child’s inability to

The third stage is the concrete-operational stage, which is from ages 7-11. Children in this stage begin to “figure things out” through logical tasks, but will have difficulty with metaphors and proverbs because they