Republic of the Philippines

Technological University of the Philippines at Cavite

C.Q.T Avenue, Salawag City of Dasmariñas Cavite
College of Industrial Education
Professional Education 1
1st Semester, Academic Year 2021-2020

JEAN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT THEORY

PROF ED1
January 28, 2022
1:30 – 3:30 p.m.

Prepared by:

Sarah Rebecca T. Manalo, BSIE- HE 1A

Checked By:

Prof. Julieta Fajardo

Cooperating Teacher
I. OBJECTIVES

At the end of the lesson, the students should be able to:

- Learn about the stages and developmental milestones in Piaget’s theory

of cognitive development
- Recognize and differentiate the key concepts and understand the
connections between it
- Learners will be able to understand the children’s intellectual growth

II. SUBJECT MATTER

Main Topic : Jean Piaget’s Cognitive Development Theory

Sub Topic : Introduction, Who is Jean Piaget?

How Piaget Developed the theory?

Values Integrated :Conceptualization, Creativity, Collaboration

Instructional Materials :Presentation, Laptop, Short video clips

References : Khan Academy. (2013, Dec. 21). Piaget’s

stages of Cognitive development [Video].
Youtube.
https://www.youtube.com/watch?v=Jt3-
PIC2nCs

III. LEARNING ACTIVITIES

A. Preparatory Activities

1. Daily Routine
a. Greetings
b. Classroom Management
c. Prayer
d. Attendance
e. Energizer

2. Review
a. Who is Jean Piaget?
b. How Piaget developed the theory
c. What is Cognition? Give an idea about it.
 3. Motivation/Icebreaker

“Name it to Win it!”

The students must simply guess a word/s or phrases based on the

visual clues posted in the screen that represents the syllables or words. The
answers may be expressed through microphone or chat box. The first person
who guessed the word/s or phrase/s correctly can gain a point.

B. Presentation of the Lesson

1. Introduction

Who is Jean Piaget?

Jean Piaget was born in Switzerland on August 9, 1896, and he

began showing an interest in the natural sciences at a very early age. By age 11,
he had already started his career as a researcher by writing a short paper on an
albino sparrow. He continued to study the natural sciences and received his Ph.D.
in zoology from the University of Neuchâtel in 1918.
Jean Piaget was a Swiss psychologist and genetic epistemologist.
He is most famously known for his theory of cognitive development that looked at
how children develop intellectually throughout the course of childhood.

2. Lesson Proper
A. How Piaget developed his theory?
❖ Much of Piaget's interest in the cognitive development of children was inspired
by his observations of his own nephew and daughter. These observations
reinforced his budding hypothesis that children's minds were not merely smaller
versions of adult minds.
❖ Instead, he proposed, intelligence is something that grows and develops
through a series of stages. Older children do not just think more quickly than
younger children, he suggested. Instead, there are both qualitative and
quantitative differences between the thinking of young children versus older
children.
❖ Based on his observations, he concluded that children were not less intelligent
than adults, they simply think differently. Albert Einstein called Piaget's
discovery "so simple only a genius could have thought of it."
 B. What is Cognition?
❖ The term cognition is derived from the Latin word “cognoscere” which
means “to know” or to “recognize” or to “conceptualize”
❖ Cognition is “the mental action or process of acquiring knowledge and
understanding through thought, experience, and the sense”.
What is Cognitive Development?
❖ Cognitive Development is the emergence of the ability to think and
understand.
❖ The acquisition of the ability to think, reason, and problem solve.
❖ It is the process by which people’s thinking changes across the life span.
❖ Piaget studied Cognitive Development by observing children in
particular, to examine how their thought processes changed with age.
❖ It is the growing apprehension and adaptation to the physical and social
environment.

C. Key Concepts of Piaget’s Cognitive Development Theory

Schemas

❖ A schema describes both the mental and physical actions involved in

understanding. Schemas are categories of knowledge that help us to
interpret and understand the world.
❖ In Piaget's view, a schema includes both a category of knowledge and
the process of obtaining that knowledge. As experiences happen, this
new information is used to modify, add to, or change previously existing
schemas.
“THE BASIC BUILDING BLOCK OF INTELLIGENT BEHAVIOR”
 - Jean Piaget

Assimilation
❖ The process of taking in new information into our already existing
schemas is known as assimilation. The process is somewhat subjective
because we tend to modify experiences and information slightly to fit in
with our preexisting beliefs.

EXAMPLE: Seeing a dog and labeling it "dog" is a case of assimilating

the animal into the child's dog schema.

Accommodation
❖ the cognitive process of revising existing cognitive schemas,
perceptions, and understanding so that new information can be
incorporated. This happens when the existing schema (knowledge)
does not work, and needs to be changed to deal with a new object or
situation.
❖ Another part of adaptation involves changing or altering our existing
schemas in light of new information, a process known as
accommodation. Accommodation involves modifying existing schemas,
or ideas, as a result of new information or new experiences. New
schemas may also be developed during process.

Equilibration
❖ Piaget believed that all children try to strike a balance between
assimilation and accommodation, which is achieved through a
mechanism Piaget called equilibration. As children progress through the
 stages of cognitive development, it is important to maintain a balance
between applying previous knowledge (assimilation) and changing
behavior to account for new knowledge (accommodation).

❖ Equilibration helps explain how children can move from one stage of
through to the next.
* When you come across information or experiences that fits into your current
knowledge base, this is where equilibrium begins.

Disequilibrium
❖ a state of cognitive imbalance
❖ Refers to our inability to fit new information into our schema
❖ When you come across information or experiences that do not fit into
your current knowledge base, this is where disequilibrium begins.
 D. The Four Stages of Cognitive Development

The Sensorimotor Stage: Birth to 2 years old

Major Characteristics and Developmental Changes:

➢ The infant knows the world through their movements and sensations.
➢ Children learn about the world through basic actions such as sucking, grasping,
looking, and listening.
 ➢ Infants learn that things continue to exist even though they cannot be seen (object
permanence).
➢ They are separate beings from the people and objects around them.
➢ They realize that their actions can cause things to happen in the world around
them.
The Preoperational Stage: 2 to 7 years old

Major Characteristics and Developmental Changes:

➢ Children begin to think symbolically and learn to use words and pictures to
represent objects.
➢ Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
➢ While they are getting better with language and thinking, they still tend to think
about things in very concrete terms.
The Concrete Operational Stage: 7 to 11 years old

Major Characteristics and Developmental Changes:

➢ During this stage, children begin to thinking logically about concrete events
➢ They begin to understand the concept of conservation; that the amount of liquid in
a short, wide cup is equal to that in a tall, skinny glass, for example
➢ Their thinking becomes more logical and organized, but still very concrete
➢ Children begin using inductive logic, or reasoning from specific information to a
general principle
Formal Operational Stage: 12 years and Above

Major Characteristics and Developmental Changes:

➢ At this stage, the adolescent or young adult begins to think abstractly and reason
about hypothetical problems
➢ Abstract thought emerges
➢ Teens begin to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning
➢ Begin to use deductive logic, or reasoning from a general principle to specific
information

3. Application
Direction: Make an Overview map about our topic for today, Be creative as
much as you can. After 10 minutes turn in your work

4. Generalization
Cognitive Development was developed by Jean Piaget, and in this, we have key
concepts that helps us to understand the growth of our knowledge, these are:
 the schema which is the building block of our intelligent behavior, the assimilation
where we take in new information in to our schema, and the Accommodation where
we modify our cognitive schemas in order to achieve equilibration which is the
balance between assimilation and accommodation.
In this Piaget's Theory we have four stages of cognitive development and these
are: sensorimotor stage that occurs to the infants, the preoperational stage for the
toddler & early childhood, the concrete operational to the Adolescence and the
Formal Operational Stage for the Adults.

IV. EVALUATION

Direction: Choose the best answer in each of the following questions.

1. Jean Piaget was a:

a. neurologist
b. counselor
c. biologist
d. Genetic epistemologist
e. None of the Above

2. The process of incorporating new information into existing knowledge is

known as ______, whereas the process of adjusting our schemas to fit new
information and events is known as _____.

a. Organization; assimilation
b. Schema; accommodation
c. Accommodation; assimilation
d. Assimilation; accommodation

3. Athanasia understands her world primarily by grasping and sucking easily

available objects. Athanasia is clearly in Piaget’s ______ stage

a. preoperational
b. concrete operational
c. sensorimotor
d. formal operational

4. According to Piaget, during the formal operational stage people begin to:

a. Reason abstractly
b. Adhere to social norms
c. Distinguish between good and bad behaviors
d. Negative consequences of their own behaviors
5. How many developmental stages are in Piaget’s theory?

a. 9
b. 2
c. 4
d. 5
e. None of the Above

6. _____ is the mental action or process of acquiring knowledge and

understanding through thought, experience, and the sense

a. cognitive
b. cognitive development
c. cognition
d. cognitive theory

7. Incorporating new information into your existing ideas is a process known as:

a. Accommodation
b. Assimilation
c. Appropriation
d. Association

8. A schema is:

a. Category of knowledge that allows us to interpret and understand the world

b. The process of balancing old knowledge and new information
c. The process of taking in new information and experiences
d. None of the Above

9. The cognitive development stage where the children begin to think

symbolically and learn to use words and pictures to represent objects is:

a. sensorimotor stage
b. preoperational stage
c. concrete operational stage
d. formal operational stage

10. ________ is the emergence of the ability to think and understand

a. cognitive
b. cognitive development
c. cognition
d. cognitive theory
 KEY TO CORRECTION
1. D 6. C
2. D 7. B
3. C 8. A
4. A 9. B
5. C 10. B

IV. ASSIGNMENT
.

A. Follow-up

Direction: Group yourselves into 10 and make a short film video

maximum of 10 minutes, showing how they can apply Piaget’s
Theory in the classroom setting as a teacher.
Turn in their works in Google Classroom and the deadline for
submission will be next week 02/04/2022 Tuesday 7:00 p.m.

B. Advance

Directions: Research and advance reading about Piaget’s Cognitive

Development Theory

References:
Khan Academy. (2013, Dec. 21). Piaget’s stages of Cognitive
development [Video]. Youtube. https://www.youtube.com/watch?v=Jt3-
PIC2nCs
Piaget’s Stages of Cognitive Development. (2020). Simply
Psychology. https://www.simplypsychology.org/piaget.html