Name of Student: CYNTHIA P.

LIM
Course : Methods of Teaching, 1st Sem. S/Y 2021 - 2022
Subject : TCC1 (Child and Adolescent Development)
Instructor : Anthony C. Vista

Unit 3 Module 6: Piaget’s Stages of Cognitive Development

REFLECTION (Five-Minute Non-Stop Writing)

From the Module on Piaget’s Stages of Cognitive Development, I learned that…

There are four basic cognitive aspects; schema, assimilation, accommodation and
equilibrium. The term “schema” to refer to the cognitive structures by which individuals
intellectually adapt to and organize their environment. It is an individual's way to
understand or create meaning about a thing or experience. Assimilation is the process of
fitting a new experience into an existing or previously created cognitive structure or
schema. Accommodation is the process of creating a new schema. Piaget believed that
people have the natural need to understand how the world works and to find order,
structure, and predictability in their life. Equilibration is achieving proper balance between
assimilation and accommodation.
Piaget’s has 4 stages of cognitive development: Sensori-motor, Pre-operational,
concrete – operational and formal operational stages. The first stages is the sensori-motor
stages which corresponds from birth to infancy. This is the stage when a child who is
initially reflexive in grasping, sucking and reaching becomes organized in his movement
and activity. The preoperational stage covers from about two to seven years old, roughly
corresponding to the preschool years. Intelligence at this stage is intuitive in nature. The
stages is highlighted by the following: a.) symbolic function which is the ability to represent
objects and events, b.) egocentrism which is the tendency of the child to only see his point
of view and to assume that everyone also has his same point of view and the child cannot
take the perspective of others, c.) centration which refers to the tendency of the child to
only focus on one aspect of a thing or event and exclude other aspects, d.) irreversibility is
that children still have the inability to reverse their thinking, e.) animism which is the
tendency of children to attribute human like traits or characteristics to inanimate objects, f.)
transductive reasoning which refers to the child type of reasoning that is neither inductive
nor deductive. The concrete-operational stage is characterized by the ability of the child to
think logically but only in terms of concrete objects. This stage is marked by: a.)
decentering which refers to the ability of the child to perceive the different features of
objects and situations, b.) reversibility wherein the child can now follow those certain
operations can be done, c.) conservation is the ability to know that certain of objects like
number, mass, volume, or area do not change even if there is a change in appearance, d.)
seriation which refers to the ability to order or arrange things in a series based on one
dimension such as weight, volume or size. The formal operational stage is the final stage
of formal operations covering ages between 12 and 15 years, thinking becomes more
logical. This is characterized by: a.) hypothetical reasoning which is the ability to come up
with different hypothesis about a problem and to gather and weigh data in order to make a
final decision or judgment, b.) analogical reasoning which is the ability to perceive the
relationship in one instance and

UNIT 3 MODULE 6 REFLECTION – CYNTHIA P. LIM 1

 From the Module on Piaget’s Stages of Cognitive Development, I learned that… (continuation)
then use that relationship to narrow down possible answers in another similar situation or
problem, c.) deductive reasoning which is the ability to think logically by applying a general
rule to a particular instance or situation.
Based on these theories, to facilitate the cognitive development of the child,
activities or situations that engage learner and require adaptation is needed by the child.
Learning materials and activities should be appropriate to the level of stages and should
not go beyond their current cognitive abilities.

UNIT 3 MODULE 6 REFLECTION – CYNTHIA P. LIM 2