Who Is The Third According To Piaget's Theory Of Cognitive Development

The last stage of Piaget’s cognitive development is known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen. Adolescents have now gained the ability to think in an abstract matter, and can now understand things such as science and algebra. The most distinct difference between the

Furthermore, children become less egocentric during this stage as they start to consider simultaneously different ways of looking at a problem.

Piaget suggests that development in children occurs in four stages: sensorimotor, preoperational, concrete operational and formal operational.

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

Children can classify and order, as well as organise objects into series. The child is still tied to the immediate experience but within these limitations can perform logical mental operations. For example, can solve mental problems using counters and objects.

The child begins to represent the world with words and images, this reflects an increase in symbolic thinking. There are two reasonings in this stage: syncretic and intuitive. The former being a break in logic and the latter being guessing. This stage is characterized with increased creativity and role play. Parents should encourage playing make-believe characters to express symbolic cognition. Additionally, the child is egocentric in their world view. To discourage this, the parent should get the child to mentally place themselves in someone else’s position. Children in this stage also have a lack of knowledge in conservation. They think that if you pour the same amount of liquid from a small cup to a big cup, the big cup has more. In order to help with this the parent should introduce objects that change shape such as playdoh and

Piaget claims that before the beginning of this stage, children 's ideas about different objects, are formed and dominated by the appearance of the object. For example, there appears to be more blocks when they are spread out, than when they are in a small pile. During the Concrete Operational Stage, children gradually develop the ability to 'conserve ', or learn that objects are not always the way that they appear to be. This occurs when children are able to take in many different aspects of an object, simply through looking at it. Children are able to begin to imagine different scenarios, or 'what if ' something was to happen. This is because they now have more 'operational ' thought. Children are generally first able to conserve ideas about objects with which they are most comfortable. Once children have learnt to conserve, they learn about 'reversibility '. This means that they learn that if things are changed, they will still be the same as they used to be. For example, they learn that if they spread out the pile of blocks, there are still as many there as before, even though it looks different!

Just as for the reason that no two people are exactly the same, children may mimic

Children’s minds are more complex

According to Piaget (1929, 1954, 1963), the process of adaptation helps us to understand how a child constructs his/her world. Taking Piaget's theory of Cognitive Development with particular focus on the Sensori-Motor stage of development, I am going to discuss how understanding this stage might influence me when working with a baby as a nursing student in the future.

theory, in terms that are more basic, describes the process by which a child resumes real

According to Piaget’s developmental theory, children cannot think ahead or are capable of understanding the consequences of their actions. This stage of cognitive development is called ‘preoperational intelligence’ which means that the children from the scenario are not able to do operational thinking. Preoperational intelligence is one of four period of Piaget’s cognitive development model (Berger, 2014). During this stage, children have preoperational and symbolic thoughts that limit logical thought. Some of the cognitive limitation during this age is centration, egocentrism, irreversibility, focusing on appearance and static reasoning (Berger, 2014, p. 246). The children in the scenario are showing the tendency to focus on single aspect that they exclude every other situational aspect. In scenario three, the six-year old girl took the younger child to the bathtub, and held him under water until he died because she may have thought that will stop him from crying. However, she clearly did not understand the consequence of her behavior due to the preoperational thinking. Other kids in scenario one and two are also unaware of the consequence of their

Group A streptococcus (GAS) is a bacterium which causes an atypical phagocyte apoptosis and is characterised by strong inflammatory responses (Tsatsaronis, Walker & Sanderson-Smith, 2014). It can trigger infections such as streptococcal pharyngitis, a condition which causes the infected individual to experience a sore throat and muscle pain. Left untreated, it can lead to other conditions such as acute rheumatic fever (ARF), an in severe cases rheumatic heart disease (RHD) (Burke & Chang, 2014).

Jean Piaget’s theory of cognitive development is one the most widely accepted, his four stages of development are age based.

When one is able to reason through his or her thoughts the conclusion of their thoughts have been processed as well as their consequences. Many children spend more time figuring out right or wrong because they can't see a clear logical conclusion to their premises. As a child, I had limited reasoning ability because I was not able to