Jean Piaget’s Cognitive Theory of Development understand or

know something
Three Basic Components of Piaget's Cognitive Theory: without any
1. Schema/s reasoning process)
2. Adaptation Processes (equilibration, assimilation, and
 Symbolic
accommodation)
3. Stages of Cognitive Development Thinking is the use
of words, gestures,
Schema/s 1. an organized pattern of thoughts that pictures, or actions
establishes a mental framework that represents some to represent ideas,
aspect of the world. things, or
-We develop schemas for all types of items and activities. behaviors.
From simple items such as a chair, a car, fish, bird or  Intellectual
house. To complex like the chemical bonds between development in
atoms or the seating in the House of Representatives. this stage is
-also called as “unit of knowledge”. demonstrated
through the use of
Adaptation Processes: Concrete- logical and
Operational 7 to 11 years systematic
Assimilation 1. Using an existing schema to deal with a Stage manipulation of
new object or situation. Your knowledge about the world symbols, which
or general knowledge. are related to
concrete objects.
Accommodation 2. Happens when the existing schema or  Thinking becomes
knowledge does not work, so you need to changed it to less ego-centric.
deal with a new object or situation.  The period from
2 Parts of Equilibration adolescence
Equilibrium occurs when a child’s schemas can deal with through adulthood
most new information through assimilation. While  The child is no
Disequilibrium occurs when new information cannot be longer dependent
filled with existing schemas. on concrete
personal
experiences in the
Stages of Cognitive Development present. In dealing
with situations, the
Stages Period Descriptions
past or the future
 Knowledge is Starts to
can be a reference
limited Formal emerge
to know what to do.
 Infants cannot Operational between 11
 Able to analyze
predict reaction, Stage to 15 years
problems, and
they must learn of age
consider different
through trial and
ways of solving it
error.
in a systematic
 The main way.
development
 Can deal with
Sensorimotor From birth during this stage is
abstract or
Stage to 2 years the understanding
hypothetical
that objects exist
situations and
and events occur
generate ideas
in the world
about it through
independently of
logical thinking.
one's own actions.
Criticisms:
 Object
Permanence means  Piaget underestimated the abilities of children
knowing that an because his tests were confusing or difficult to
object still exists, understand. He failed to distinguish between
even if it is hidden. competence (what a child is capable of doing) and
 In this stage, the performance (what a child can show when given a
children’s way of particular task) When tasks were altered,
thinking and performance (and therefore competence) was
intelligence is affected.
egocentric
Sensorimotor From 2 to 7
(thinking only of
Stage years
oneself) It is all
about him or
herself.
 Intuition (having
the ability to